Teaching is a complex process that involves preparing students, guiding pupils, and passing on knowledge and skills. It aims to give students information, teach skills, and modify behaviors and attitudes. Teaching theories provide frameworks for understanding the relationship between teaching and learning. Descriptive theories are based on empirical evidence and aim to predict how variables impact teaching effectiveness. Normative theories explain typical teaching conditions and relationships between variables. Overall, teaching theories provide scientific guidance for planning, organizing, evaluating, and improving teaching.

2. TEACHING
CONCEPT
NEED
FUNCTION
ANATOMY
THEORIES OF TEACHING

3. CONCEPT OF TEACHING
•Teaching is a process
•Preparation for effective teaching
•Teaching outside the class rooms
•Teaching is an art of educating people
•Teaching is an activity
•Teaching is not a mechanical process.
•It is a challenging job
•It is the complex art of guiding pupils

4. Need of Teaching
Through teaching, the teacher aims at:
i. Giving knowledge to the students
ii.Passing information to them
iii.Making the students acquire skill
iv.Changing the attitude of the learners
v.Modifying the behaviour of the students
vi.Giving experiences of life

5. Definitions of teaching:
H.C. Morrison (1934): “Teaching is an
intimate contact between a more mature
personality and less mature one which is
designed to further the education of the
latter.
N. L, Gage(1962): “Teaching is a form of
interpersonal influence aimed at changing
the behaviour potential of another
person”.

6. Functions of Teaching
• Creating learning situations
• Motivating the child to learn
• Facilitate learning
• Giving information and explaining it
• Diagnosing learning problems
• Making curricular material
• Evaluating recording and reporting

7. Anatomy Of Teaching
ANATOMY OF
TEACHING
Independent
variable
Student

8. Theory of teaching
“ A theory of teaching is a set of
interrelated constructs, definitions,
propositions which present a
systematic view of teaching by
specifying relations among variables
with the purpose of explaining and
predicting ”.

9. A theory of teaching answers
three questions:

10. Need for a theory of
teaching
Explains relationship between
teaching and learning
Indentifies common factors
 Gives knowledge about the
assumptions of teaching activities
Provide guideline for organizing
teaching
Helps to develop instructional designs

11. Provides scientific basis for planning,
organizing and evaluating teaching
Helps to solves classroom teaching
problems
Helps to develop teaching skills and
competency
Helps to achieve teaching objectives
Helps to increase the understanding,
prediction and control of teaching
Continue….

12. Formal theory (philosophical
theory) of teaching
Descriptive theory of teaching
Normative theory of teaching
Types of teaching theories

13. 1. Formal (philosophical)
Theory of teaching
Based upon:
Logic
Metaphysical & epistemological
assumptions
Propositions

14. The following are the four
philosophical theories of teaching:
1
• MeuticTheory ofTeaching
2
• The CommunicationTheory ofTeaching
3
• The MoldingTheory ofTeaching
4
• The Mutual InquiryTheory of teaching

15. Meutic Theory of Teaching
Follows questioning
techniques(Socratic’s method)
Focus on self realization

16. The communication theory of
Teaching
Teacher possesses all knowledge and
information
Child is like a clean state

17. The moulding theory of teaching
Focus on shape, form and mould of the
students behavior
Basic assumption: human personality is
formed, shaped and moulded by their
environment

18. The mutual inquiry theory
Main assumption: information
substituted for inquiry
True knowledge is inquiry
Applicable to research and art
Each individual has capacity to
discover new knowledge with
mutual inquiry

19. 2. DescriptiveTheory ofTeaching
Based upon empirical evidence
and observation
Purpose: predict the relationship
and effectiveness of variables of
teaching
Based upon certain propositions
and certain observations.

20. Types of descriptive theory of
teaching according to Gardon and
Bruner:
1
• Instruction theory of teaching
2
• Prescriptive theory of teaching

21. (a) Theories of Instructions
 Consists of a set of propositions
 Measures the outcome of education
 Measure both the conditions and
characteristics of the learner
Gagne’s hierarchical theory of Instruction
Atkinson’s DecisionTheoretic Analysis for
optimizing learning
Bruner’s Cognitive DevelopmentalTheory
of Instruction

22. (b) Prescriptive theory of teaching
E. Stones and Morries gave three
phases:
The first phase:
analysis of the teaching problems and
teaching tests before teaching takes place
analysis of teaching content and analysis of
the nature of the student’s learning

23. The second Phase :decision are made
about the interrelationship of the
variables deemed appropriate to
teaching objectives.
The third phase: evaluating the
effectiveness and workability of phase
two in relaxing the objective and this
consists of techniques of examination in
which variables have been interrelated
in phase second.

24. NormativeTheory of teaching
Difficult to control human subjects in
experimental situation
The learning theories-developed under controlled
conditions
conducting experiments on animals
It explains the relationship among teaching
variables on the basis of observations in normal
teaching condition.

25. (a)The cognitive theory of
teaching
(b)Theory of teacher-behaviour
(c) Psychological theory of
teaching
(d)The general theory of teaching
This category has four theories of
teaching:

26. a) The cognitive theory of
teaching
 N.L. Gage suggest more than one theory
of teaching
Teaching may be analyzed in four ways:
i. Types of teacher’s activity
ii. Types of education objectives
iii. Types of learning theories
iv. Types of components of learning

27. b) Theory of teacher behavior
 D.G. Ryan and M. Meux and B.O.
formulated theory of teacher- behavior.
It explains the relationship of variables,
It is based upon two postulates:
•Teacher behavior is
social in nature
•Teacher behavior is
relative

28. c) The Psychological theory of teaching
Sort contractual relationship between the
teacher and the pupils.
The relationship consists of certain activities to
be performed by the teacher such as :
analyzing teaching task,
determining learning
goals,
identifying entering
behavior and
selecting teaching
strategy.

29. d) General Theory of teaching
S.C.T. Clarke formulated a general theory of
teaching
It assumes that teaching is process
designed and performed to produce change
in behavior of students
Teaching activities: diverse and vary at
different levels of teaching and objectives.
Teaching activities: acceptable by a
democratic society.

30. REFERENCES:
•Daniel Muiji, David Reynolds. (2005).Effective
Teaching, Evidence and Practice. (2nd).Sage
Publication. New Dehhi.pg-13-26
•K. L. Kumar.(2008).Educational
Technology.New Age International,P
Limited,Publishers.New Delhi.pg-(6-8),(37-42)
•K. Sympathy, A. Panneerselvam, S. Santhanam
(2006).Introduction to educational technology.
Sterling Publishers Private Limited. New
Delhi.pg-15-19

31. •S. K. Manngal,Uma Mangal. (2011). Essentials of
Educational Technology.PHI Learning Private
Limited.New Delhi.pg-133-147),(151-153),(173-196)
•Yogendra K. Sharma, Madhulika Sharma.
(2006).Educational Technology and Management.
(1st).Kanishka Publisher, Distributers.New Delhi.pg-
189-224

32. Thank You
Friends