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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, clearly the skill of teaching cannot be studied as if it were merely 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) In the second issue of the teaching brain series Rodriguez proposed 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 (Rodriguez, ). Teachers were conceptualized as complex processing organisms http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Mind, Brain, and Education Wiley

Overview

Mind, Brain, and Education , Volume 7 (3) – Sep 1, 2013
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References (12)

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.12022
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, clearly the skill of teaching cannot be studied as if it were merely 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) In the second issue of the teaching brain series Rodriguez proposed 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 (Rodriguez, ). Teachers were conceptualized as complex processing organisms

Journal

Mind, Brain, and Education – Wiley

Published: Sep 1, 2013

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