Comparing Theories from Textbooks and Practicing Teachers

Bibliographic Data

ID4307622
AuthorsStefinee Pinnegar (0000-0002-0138-9586, Western Michigan University), Kathy Carter (University of Arizona)
Year1990
Volume41
Issue1
Pages20-27
Publication date1990-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Teacher Education (JOURNAL)
Journal identifiersISSN: 0022-4871 • E-ISSN: 1552-7816
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/002248719004100104
OpenAlexW1991118845
LanguageEN
Citations received6
References cited6

The theories of student learning presented in four current educational psychology texts were com pared with those expressed by 38 cooperating teachers in discussions of teaching practice with pre service teachers. The theories in the texts differed from the teachers' theories in purpose, in language, and in major concepts. The texts focused on explication of the concepts in the formal theories of educational psychology; the teachers focused on explaining how they conceptualize their practice. The interviews with teachers revealed that the tacit learning theories of teachers give prominence to three sets of relationships: (a) responsibility, respect, and rapport; (b) confidence, trust, and suc cess, and (c) interest, honesty, and relevance

Educational psychology · Epistemology · Explication · Honesty · Mathematics education · Pedagogy · Relevance (law) · Teacher education · Education and Critical Thinking Development · Educational and Psychological Assessments · Psychology · Social Psychology · Teacher Education and Leadership Studies

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