Enhancing Professional Practice: A Framework for Teaching

By Charlotte Danielson | Go to book overview

2: ASSUMPTIONS AND FEATURES OF
THE FRAMEWORK FOR TEACHING

The framework for teaching represents all aspects of a teacher's responsibilities that are reflected in daily work. It derives from the most recent theoretical and empirical research about teaching and aims to apply to all situations. This chapter describes general features of the framework and the assumptions upon which it is based.


UNDERLYING ASSUMPTIONS

All descriptions of teaching rest on certain assumptions, whether they are stated explicitly or not. Some of these assumptions, such as how children learn, rest (or claim to rest) on academic research; others express statements of value, such as defining what is important for students to learn. But whatever their origin, underlying assumptions should be stated clearly and succinctly so that when users are evaluating different sets of teaching standards they can determine which best match their needs.


Important Learning for Students

First, and possibly most important, definitions of teaching are grounded in a view of what constitutes important learning for students. Educators, researchers, and

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