Discursive Construction of “Good Teaching”: A Crossdisciplinary Framework
Skills, knowledge (concepts), and dispositions frequently are cited as intended learning outcomes of schooling (e.g., NCATE, 2002). Diverse branches of psychology (behaviorial, developmental, sociocultural) conceive of associated learning processes in theoretically heterogeneous ways. Yet psychologists in each branch, intent upon establishing eventual paradigmatic unity, talk of learning as a unitary construct. As a consequence, educators seek to operationalize “good teaching” (i.e., teaching that supports learning) as a self-consistent set of practices. What do educational theory and practice come to look like if educators choose to take learning theory for what it is rather than for what it hopes to become? This paper explores debilitating consequences of our current integrative discourse about good teaching, and presents a new vision of educational theory unshackled from psychology’s dominance.
Keywords: Learning Theory, Pedagogical Theory, Relation to Practice
Professor, Department of Educational Theory, Policy, and Practice, Louisiana State University
I also am a mathematics educator interested in structural understanding of the symbol system of algebra.