3. • Kerlinger (1964) “A theory is a set of interrelated concepts, definitions and
propositions that represents a systematic view of phenomena by specifying
relationships among variables with the purpose of explaining and predicting the
phenomena.”
A
SUBJECT
WELL ORGANIZED
FRAMEWORK
UNDERSTAND
INTERRELATIONSHIPS
AMONG VARIABLES
PREDICTIVE
VALUE
RESULTS IN FUTURE
KNOWN IN ADVANCE
4. • Teaching is a process that is aimed for helping the students in their learning
activities.
• B.O.SMITH (1963), described theories of teaching as “an attempt to describe
teaching variables involved in the teacher behaviour in terms of their existence
and possible interrelations for predicting the outcomes of teaching”.
• Theory of teaching provides a theoretical framework for proper planning,
organization and control of the teaching task or teacher behaviours and
manipulation of all the involved variables in order to realize the stipulated
educational and instructional objectives as effectively as possible.
5. • Evolved out of the logical insight into the learning process and logical analysis of the tasks.
• Explains and describes the behaviour of the teacher typically in the classroom in order to
help the students in better learning.
• Social in nature.
• Prescribes the factors, conditions and strategies for ensuring effective learning.
• Presents a systematic view of teaching by specifying relations among variables of teaching
process.
• Equips a teacher with proper theoretical background and training for accomplishing his
teaching task.
• Points out the proper way of effective knowledge, skill and attitude of the students.
6. • Helps in the implementation of a contractual relationship between the
teacher and the taught.
• Manage teaching in terms of its planning, control and prediction.
• Describes, justifies, explains and suggests the most appropriate way of
manipulating the elements of variables involved in the teaching process.
• May be not found suitable in others.
7. Helps in :
• understanding the nature and process of teaching.
• proper formulation of teaching objectives.
• understanding the role of different variables involved in the teaching process, their
interrelationships and manipulation.
• developing proper teaching models, teaching and instructional designs, and teaching
systems for a particular teaching-learning situation.
• explaining and understanding the mechanism of teacher behaviour.
• effective management of the task of teaching in terms of its planning, organization
and control.
8. • systematic and scientific study of the problems faced by the teachers in their day to day
teaching activities.
• transmit the fruits of extensive research carried in the area of teaching and teaching
technology to the subject teachers and educational administrators.
9. • Provides a proper theoretical framework for explaining and discussing all the aspects and
problems related with the process of teaching and tasks of teaching.
• Equip the teachers with all the essential, knowledge, facts, principles and theoretical
understanding related to their teaching tasks, behaviours and teaching process.
• Provides general as well as specific directions for the teachers to be followed in their
teaching for helping them to become effective teachers.
• Points out the ways and means of managing and controlling the variables, conditions and
processes of learning.
• Point out what is essential for the effective learning and development of the students.
10. • Considers teaching a sort contractual relationship between the teacher and
the pupils & consists of certain activities to be performed by the teacher such
as: analysing teaching task, determining learning goals, identifying entering
behaviour and selecting teaching strategy.
• The purpose of descriptive theory is to predict the relationship and
effectiveness of variables of teaching.
• Examples: constructivist teaching theory and inquiry based teaching theory.
15. Conclusion
There is no theory of teaching at all. There are only models
or paradigms of teaching. Teaching theory is prescriptive.
Teachers and pupils are the major variables of teaching
theory. It is narrow and specific. It is based upon learning
theory, learning conditions and learning components.
16. • Mangal. S.K. (2011) “Essentials of educational technology” PHI learning private limited.Pp-
173-177.
• Weil Marsha and Joyce Bruce. (1985) “Models of teaching” Prentice hall of private limited.pp-
47 and 61.
• Taneja R.V. (2009) “Educational thought and practice” Sterling publication Pp-51-57.
• Sahu Bhagirathi (2002) “The new educational philosophy” Sarup and Sons publication. Pp-
100-101.
• A discussion of “epistemic peers,” the objective evaluation.
• Epistemology Wikipedia, the free encyclopaedia.
• https://en.wikipedia.org/wiki/Constructivist_teaching_methods.
