A Conception of Excellence in Teaching

From: Volume VI, Issue 1: Fall 1985 Pages 19-23

Abstract

How one views teaching significantly affects how one practices teaching. The process-product orientation to teaching, the most common conception of teaching, presumes too much of a causal relation between teaching and learning and, thus, requires a greater degree of teacher accountability than is realistic and necessary. Instead, a more circumscribed conception of teaching is offered as the basis for an inquiry into excellence in teaching. Finally, a suggestive list of eleven factors is presented as ingredients which are essential for excellent teaching to occur.

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