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The effective primary school teacher: The search for a theory of pedagogy
Affiliation:1. Postgraduate Program in Public Health, Faculty of Medicine, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil;2. Postgraduate Program in Epidemiology and Hospital de Clinicas de Porto Alegre, Universidade Federal Rio Grande do Sul, Porto Alegre, Brazil;3. Escola Nacional de Saúde Pública, Fundação Oswaldo Cruz, Rio de Janeiro, Brazil;4. Laboratory of Health and Environment Education, Fundação Oswaldo Cruz, Rio de Janeiro, Brazil;1. University of Washington, Seattle, WA 98195, United States;2. University of California, Los Angeles, CA 90095, United States
Abstract:Research on teaching-learning processes in classrooms has increased markedly over the last decade or more. Although the principle long-term aim of these studies has been the improvement of practice, they have been undertaken from different theoretical perspectives, utilizing differing assumptions, foci, and methods. The aim of this article is to analyse this theoretical development and assess the extent to which understandings and explanations of classroom processes and outcomes have been enhanced, and where future developments might lie.
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