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Overview

Overview JOURNAL ISSUE 1: RE‐CONCEPTUALIZING TEACHING (DECEMBER 2012) The first issue of the teaching series called for a reconceptualization of teaching that supports exploring the underpinnings of this human‐specific evolutionary skill (Chazan, ; Rodriguez, ; Strauss & Ziv, ). In the past, researchers and many teachers have treated teaching merely as a tool for learning. This model follows an empty vessel theory approach that treats teachers as receptacles to be filled with knowledge about student learning (Rodriguez, ). With this knowledge of learning, teachers are expected to know how to teach. However, considering that complex systems such as the brain are dynamic, variable, and context‐dependent, the skill of teaching cannot be studied as if it were a tool. Instead, we must understand it as a complex cognitive skill. We need to define and analyze the teaching brain. JOURNAL ISSUE 2: TEACHING AS SYNCHRONISTIC HUMAN INTERACTION (MARCH 2013) This second issue of the teaching brain series seeks to further redefine teaching and the teaching brain. Rodriguez ( ) proposes using the human nervous system as a conceptual framework for exploring the sensing, processing, and responding functions of the teaching brain within the larger context of teaching as a system. Within this system teachers are conceptualized as complex processing machines that weigh imported student information against their personal context to create a synchronous teacher‐student interaction (or synchronous educational experience). Kent and Yano explore this teaching framework in different ways. Kent ( ) invites researchers into her teaching brain by detailing her cognitive processes as she describes several synchronistic interactions of teaching. Rather than explaining her best practice strategies, which is the common role we ask teachers to fill in education research, Kent invites readers to look through her lens as an experienced master teacher so that we might gather information on her ability to sense and process using all of her teaching brain. Yano ( ), on the other hand, describes a series of experiments in which he uses sensitive monitoring techniques to map human interactions and in the process discovers how human interactions are the key to creating flow and enhancing productivity. He concludes that studying the science of human interaction could help to mend the gap between understanding teaching as a social phenomenon versus a physiological one. Together, these pieces support the new framework for teaching as a synchronistic human interaction between teacher and learner. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Mind, Brain, and Education Wiley

Overview

Mind, Brain, and Education , Volume 7 (1) – Mar 1, 2013

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References (6)

Publisher
Wiley
Copyright
Journal Compilation © 2013 International Mind, Brain, and Education Society and Blackwell Publishing, Inc.
ISSN
1751-2271
eISSN
1751-228X
DOI
10.1111/mbe.12001
Publisher site
See Article on Publisher Site

Abstract

JOURNAL ISSUE 1: RE‐CONCEPTUALIZING TEACHING (DECEMBER 2012) The first issue of the teaching series called for a reconceptualization of teaching that supports exploring the underpinnings of this human‐specific evolutionary skill (Chazan, ; Rodriguez, ; Strauss & Ziv, ). In the past, researchers and many teachers have treated teaching merely as a tool for learning. This model follows an empty vessel theory approach that treats teachers as receptacles to be filled with knowledge about student learning (Rodriguez, ). With this knowledge of learning, teachers are expected to know how to teach. However, considering that complex systems such as the brain are dynamic, variable, and context‐dependent, the skill of teaching cannot be studied as if it were a tool. Instead, we must understand it as a complex cognitive skill. We need to define and analyze the teaching brain. JOURNAL ISSUE 2: TEACHING AS SYNCHRONISTIC HUMAN INTERACTION (MARCH 2013) This second issue of the teaching brain series seeks to further redefine teaching and the teaching brain. Rodriguez ( ) proposes using the human nervous system as a conceptual framework for exploring the sensing, processing, and responding functions of the teaching brain within the larger context of teaching as a system. Within this system teachers are conceptualized as complex processing machines that weigh imported student information against their personal context to create a synchronous teacher‐student interaction (or synchronous educational experience). Kent and Yano explore this teaching framework in different ways. Kent ( ) invites researchers into her teaching brain by detailing her cognitive processes as she describes several synchronistic interactions of teaching. Rather than explaining her best practice strategies, which is the common role we ask teachers to fill in education research, Kent invites readers to look through her lens as an experienced master teacher so that we might gather information on her ability to sense and process using all of her teaching brain. Yano ( ), on the other hand, describes a series of experiments in which he uses sensitive monitoring techniques to map human interactions and in the process discovers how human interactions are the key to creating flow and enhancing productivity. He concludes that studying the science of human interaction could help to mend the gap between understanding teaching as a social phenomenon versus a physiological one. Together, these pieces support the new framework for teaching as a synchronistic human interaction between teacher and learner.

Journal

Mind, Brain, and EducationWiley

Published: Mar 1, 2013

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