Effective Teaching and Learning: Teachers' and Students' Perspectives

By Paul Cooper; Donald McIntyre | Go to book overview

6
I Interactions between
I teacher and pupil craft

We have now looked at teachers' and pupils' sometimes differing ways of construing effective teaching and learning, and also delineated some of the elements of the craft knowledge that they bring to bear on the classroom learning. This chapter now takes a closer look at some of the ways in which teachers' and pupils' classroom thinking interacted to produce what teachers and pupils thought of as effective learning. As the chapter develops we also relate our theorizing to estabished theories of the socio-cultural nature of teaching and learning, drawing on the work of Bruner and Vygotsky.

The central question of this chapter is: how did teachers and pupils work together in ways that they considered effective for learning? We have seen that they were in agreement about a range of teaching methods which they saw as facilitating effective learning. We also saw, however, that teachers were influenced by a much wider range of concerns than pupils, and that they valued and used a wider range of teaching methods, from which they chose according to circumstances. We have also seen, in Chapter 4, that factors pertaining to their pupils, including pupils' perceived moods, attitudes and interests, were the most prominent kinds of circumstantial factors, among many others, to which teachers attended. It was also shown that goals concerned with pupil affect were prominent among those sought by teachers.

It is clear that the classroom actions taken by teachers were experienced by pupils as facilitating or constraining to varying degrees their opportunities for engaging in what they considered effective learning activities. It is also clear that teachers tended to be keenly aware of this, but also alert to many other considerations, such as time constraints, externally imposed curriculum and assessment requirements, and the different perceived needs of pupils in their classes. What is as yet unclear, however, is

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