Theory of teaching
- 1. Theories of
TeachingIntroduction Kerlinger(1965) has defined the terms theory of
teaching: “ A theory of teaching is a set of interrelated constructs,
definitions, propositions whichpresent a systematic view of teaching by
specifying relations among variables with the purpose ofexplaining and
predicting”. Under this definition main emphasis has been given on the
relationship among teachingvariables. The purpose of relationship is to
understand, predict and control teaching tasks. Burner (1964) defines the
theory of teaching as the explanation of “general methodology ofteaching”.
B.O. Smith (1969) gives a statement as a definition of theory of
teaching.“ The teacher who is not theoretically trained will interpret
events and objects in terms ofcomminutions concepts that have come from
the experience of the race permeated without modelideas about human
behaviour. This statement indicates the nature of theory of teaching. A
theory of teaching answers threequestions: how do teachers behave, why do
they behave as they perform and with what effect. Itapplies for all
teachers, for all students and for all situations in which reaching
occurs. It considers the teacher-behaviour, the cause and student’s learning
effect. It explains, predictsand controls the ways in which the
teacher-behaviours affects the learning of students. A theoryof teaching
must answer the questions of the teaching for efficient learning. 1
- 2. Need for a theory of
teaching A teaching theory has the following advantages: 1. Teaching
theory explains the relationship between teaching and learning and
indentifies common factors. 2. Teaching theory gives the knowledge about
the assumptions of teaching activities which provide guideline for organizing
teaching 3. The instructional designs can be developed with the help of
theory of teaching. 4. Teaching theory provides the scientific basis for
planning, organizing, leading and evaluation the teaching. 5. The
classroom teaching problems may be studied scientifically through the
knowledge of teaching theory. 6. The pupil-teachers can develop teaching
skills and competency by employing the knowledge given by theory of
teaching. 7. Teaching objectives may be successfully achieved by the use
of teaching theory. 8. The effective teachers enable produced with the use
of teaching theory. 9. N.L. Gage suggests that theories of teaching may be
used to increase the understanding, prediction and control of
teaching.Types of teaching theories Teaching theories may be broadly
classified into three categories: (1) Formal theory (philosophical theory)
of teaching. (2) Descriptive theory of teaching and (3) Normative theory
of teaching. 2
- 3. (1) Formal Theory of
teaching (Philosophical Theory) of teaching The theory which is based upon
certain logic, certain metaphysical, epistemologicalassumptions and
propositions is known as formal theory of teaching. The following are the
fourphilosophical theories of teaching: (a) Meutic Theory of Teaching (b)
The communication Theory of Teaching (c) The Molding Theory of Teaching,
and (d) The mutual Inquiry Theory of teaching(2) Descriptive Theory of
Teaching The theory which is based upon empirical evidence and observation
is called descriptivetheory. The purpose of descriptive theory is to
predict the relationship and effectiveness ofvariables of teaching. Gardon
and Bruner have formulated such theories of teaching: (a) Instruction
theory of teaching and (b) Prescriptive theory of teaching(3) Normative
Theory of teaching The normative theory of teaching may be developed
because it is difficult to control thehuman subjects in experimental
situation. The learning theories have been developed undercontrolled
conditions by conducting experiments and animals. The normative theory explains
therelationship among teaching variables on the basis of observations in
normal teaching condition. This category has four theories of teaching:
(a) The cognitive theory of teaching (b) Theory of teacher-behaviour (c)
Psychological theory of teaching and (d) The general theory of teaching 3
- 4. Formal Theory of Teaching
These theories are based upon metaphysical and epistemological
propositions. There areearlier theories which reflects the current social
practices. Meutic Theory of Teaching This theory conceives that teaching
process helps to recollect or unfold that knowledge withquestioning
techniques. The teacher brings his knowledge at conscious level of this
child. Thefocus of this theory is on self realization. The socratic’s
method is an essential for this theory.The heredity plays an important
role in teaching process. (a) The communication theory of Teaching This
theory of teaching based upon assumptions that the teacher possesses all
knowledge andinformation which student does not possess. The most
appropriate way for the student is to learnthis knowledge that the teacher
presents, explains, demonstrates and performs in the classroom.This theory
further assumes that the child is like a clean state, the teacher can
imprint upon itanything through his mode of communications. Therefore, it
is designed as the communicationpractical theory of teaching. (b) The
moulding theory of teaching John dewey is the advocate of this moulding
theory of teaching confine to impart theknowledge to the students. The
third theory has the focus on shape, form and mould of thestudents
behavior. The basic assumption about the human nature which this theory
takes inconsideration is that human personality is formed, shaped and
moulded by their environment. (c) The mutual inquiry theory The main
assumption of this theory about the nature of knowledge is that the whole
body orrecorded facts as ‘information’ knowledge which in schools and
outside the schools is generallysubstituted for inquiry. True knowledge is
inquiry, used to apply efficient methods and relevantinformation for the
solution problems. 4
- 5. This theory of teaching is
clearly applicable to research and art. This theory assumes that
eachindividual has the capacity to discover new knowledge with mutual
inquiry. It implies that ateacher has a model in his mind to use in
specific situation and student himself selects the modelfor mutual
inquiry.Descriptive theory of teaching Descriptive theory of teaching is
based upon certain propositions and certain observations. (a) Theories of
Instructions A theory of instruction consists of a set of propositions
stating the relationship between, onthe one hand, measures the outcome of
education and on the other hand, measure both theconditions to which the
learner is exposed and variables representing characteristics of
thelearner. There are three models assigned to the three theories of
instruction. (1) Gagne’s hierarchical theory of Instruction (2) Atkinson’s
Decision Theoretic Analysis for optimizing learning (3) Bruner’s Cognitive
Developmental Theory of Instruction (1) Gagne’s hierarchical theory of
Instruction Robert M, Gagne has termed from theories of learning to the
practical task of training orinstructional theory. He has proposed eight
kinds of learning: Signal, stimulus-response, chaining,verbal association,
multiple discrimination, concept learning, rule learning and problem
solving.He identified five learning outcome associated with types of
learning they are as follow: Verbalinformation, Intellectual skills, cognitive
strategy, motor skills and attitude. Gagne while emphasizing the need for
a proper theory of instruction proposed that such atheory of instruction
must be based on the hierarchical structure of the events of learning.
Whatgoes on inside the learners mind during the teaching learning process
may be termed as internalevents. This events must be fully taken in
consideration while planning the corresponding 5
- 6. instructional procedures.
This learning events from the angle of a learner along with thecorresponding
instructional events is presented as follows: Learning event Corresponding
instructional events Reception Gaining attention Expectancy Information
learners of the objective Retrieval Stimulation recall or prior learning
Selective Perception Presenting the stimulus Semantic encoding Providing
learning guidance Responding Eliciting performance Reinforcement Providing
feedback Retrieval Assessing performance Generalization Enhancing
retention and transfer Therefore an instructional plan may thus be properly
choked by following the sequences oflearning events. (2) Atkinson’s
Decision-theoretic Analysis for Optimizing Learning. Richart C. Atkinson
came to instructional psychology from the interest in mathematicallearning
theory which he applied to computer-assisted instruction (CAI). Atkinson
Proposed four characteristics which must be satisfied with a precise
derivation of an“Optimal Instructional Strategy”. (a) Model of the
learning process should be involved (b) It should involve specified
instructional actions (c) The instructional objectives should be specified
in behavioral terms. 6
- 7. (d) Each instructional
objective can be measured by Burner advocates that a theory of instruction
is designing measurement scale or questions. This model is, in fact, a
special case of Optimal Control Theory, as it has been developed inthe
mathematical and engineering field. (3) Bruner’s Cognitive Developmental
Theory of Instruction. Burner advocates that a theory of instruction is
prescriptive in that it proposes rules forachieving knowledge of skills
and provides techniques evaluating learning outcomes. It is alsonormative
in that it sets goals to be achieved and deal with conditions for meeting
then. ‘A Theory of instruction’ in short is concerned with how what one wished
to teach can best belearned, with improving rather than describing
learning. This is not to say that learning and developmental theories are
irrelevant for theory ofinstruction. In fact, a theory of instruction must
be concerned with both learning and developmentand must be congruent with
those theories of learning and development to which it subscribes.Burner
is insistent on the empirical steps necessary before the theory can
prescribe the practice. Burner has specified four features that a theory of
instruction must involve: Predisposition tolearn, structure of knowledge,
sequence of instruction and reinforcement. Bruner has specified four
features that a theory of instruction must involve: Predisposition
tolearn, structure of knowledge, sequence of instruction and
reinforcement. • Predisposition to learn – A theory of instruction must be
concerned with the experiences and context that will tend to make the
child willing and able to learn when he enters the school • Structure of
knowledge - A theory of instruction should specify the ways in which body
of knowledge should be structured so that it can be most readily grasped
by the learner. • Sequence of instruction – A theory of instruction should
specify the most effective sequences to present the material 7
- 8. • Reinforcement – A theory
of instruction should specify the nature and pacing of rewards, moving
from extrinsic rewards of intrinsic one. Each of this points require
elaborating with respect of the individual difference amongstudents at a
given age, structure of knowledge with a topic to be taught, flexibility
of sequencing,rate of learning, interests and so on. “Any subject can be
taught effecting in some intellectualhonest for any student at any stage
of development”. (b) Prescriptive theory of teaching E. Stones and Morries
have attempted to explain the nature of teaching with the help of
threetypes of related variables: The first phase includes the teacher in
the analysis of the teaching problems and teaching testsbefore teaching
takes place. It has two types of tasks one is the analysis of teaching
content andsecond is the analysis of the nature of the student’s learning.
In the second Phase decision are made about the interrelationship of the
variables deemedappropriate to teaching objectives. The third phase
concerns with evaluating the effectiveness and workability of phase two
inrelaxing the objective and this consists of techniques of examination in
which varibales have beeninterrelated in phase second.Normative theory of
teaching The learning theories have been formulated by designing
experiment in controlled situations,therefore they have less
generalizability. Teaching theory should have high generalizabilitybecause
it concerns with human behavior. More rigorous control cannot be imposed
by designingexperiments on human subjects. Therefore we need normative
theory of teaching. a) The cognitive theory of teaching 8
- 9. N.L. Gage suggest that one
theory of teaching cannot serve the purpose of education. Thereshould be
more than one theory of teaching because teaching may be analysed in four
ways: Types of teacher’s activity – A teacher has to lay several roles in
teaching. Teaching consists of many kinds of activity such as philosopher
(information Given. Adviser, counselor, motivator, demonstrator,
curriculum planner and evaluator. Types of education objectives – Bloom
has classified three types of objectives: Cognitive, Affective and
Pschomotor. Tolman has given things to be learned, field cognition mode,
drive discrimination field expectation and motor patterns. Types of
learning theories – teaching might proceed on the basis of different
families of learning theory; philosophical theories of learning (mental
discipline, unfoldment, approbation). Psychological theories of learning:
S_R family, Reinforcement theory and Insight learning theory. Each family
suggests different views of teaching process. Types of components of
learning – Neal Miller suggests four componenets of learning, drive, cue,
response and reward. The each component requires the different types of
teaching acticvities. b) Theory of teacher behavior D.G. Ryan has tried to
explain the concept of teacher-behaviour and formulated a theory
ofteacher-behaviour. M. Meux and B.O. Smith have defined the term
teacher-behaviour “Teacher behavior consists of those acts that the
teacher performs typically in the classroomin order to induce-learning”.
Theory of teacher behaviour also explains the relationship of variables,
It is based upon twopostulates. Teacher behaviour is social in nature -
Teacher performs his tasks in group. Teacherbehavior is concerned with the
class-room verbal and non-verbal interaction. In the process
ofinteraction, teacher and students both participate. The initiation and
response activities are to beperformed by teacher or students. They both
influence each other. Therefore it is considered associal behavior. 9
- 10. Teacher behavior is
relative - Teacher’s classroom activities are based upon socialsituations.
Teacher’s activities are the product of social conditions and are related
to the culturalsettings in which teacher performs the teaching task.
Teacher- Behaviour is good or bad, effectiveand ineffective, it can be
judged with reference to a particular culture’s value system and set
ofobjectives. Therefore teacher behavior is a relative concept. c) The
Psychological theory of teaching This theory considers teaching a sort
contractual relationship between the teacher and thepupils. The
relationship consists of certain activities to be performed by the teacher
such as :analyzing teaching task, determining learning goals, identifying
entering behavior and selectingteaching strategy. The teacher formulates
teaching tasks by his own experiences and insight. Hemakes judgment about
the pupil’s stage of development. The teacher locates his positioning
thecognitive map. Teaching has very high values. The value helps others to
grow and learn to give one best fromwhich others benefit, but from which
one does not benefit oneself to do good without expectinganything in return
and so on. d) General Theory of teaching S.C.T. Clarke has formulated a
general theory of teaching. It assumes that teaching is processwhich is
designed and performed to produce change in behavior of students. Teaching
activitiescan be very diverse and vary also at different levels of
teaching and objectives. All thesecombinations are possible in teaching
process. This theory limits the teaching activities to thosewhich are
acceptable by a democratic society. 10
- 11. Conclusion The available
literature on this topic reveals that there is no theory of teaching at
all. Thereare only models or paradigms of teaching. Teaching theory is
prescriptive. Teachers and pupilsare the major variables of teaching
theory. It is narrow and specific. It is based upon learningtheory,
learning conditions and learning components. While learning theory are
formulated byconducting experiments on animals teaching theory is
developed by dealing with human subjectsin normal situations. It is
concerned with effective learning and development of pupils.References1.
Sharma. R.K. “Technological foundation of education”, Theories of
teaching.2. Mangal. S.K. “Advanced Educational Psychology”, Nature and
theories of learning. PHI learning Private Limited. Pg.235 – 236. 11
Social Plugin