The study of teaching needs an inclusive functional definition.

Area of Science:

• Educational Theory
• Pedagogical Research

Background:

• Interdisciplinary communication on teaching is crucial.
• Existing frameworks for teaching lack a universally accepted definition.
• A functional definition of teaching is proposed as a foundation.

Purpose of the Study:

• To highlight the necessity of a robust definition for teaching frameworks.
• To analyze contentious elements within the functional definition of teaching.
• To propose prerequisites for developing useful, detailed teaching frameworks.

Main Methods:

• Literature review of teaching definitions.
• Critical analysis of the functional definition's contentious aspects.
• Conceptual discussion on resolving definitional issues.

Main Results:

• The functional definition of teaching offers a basis for comparative work.
• Several aspects of the functional definition remain highly debated.
• Resolution of these contentious points is essential for framework utility.

Conclusions:

• A universally accepted definition of teaching is a prerequisite for effective interdisciplinary frameworks.
• Addressing definitional disputes is critical before advancing complex teaching models.
• Further research should focus on resolving these core definitional challenges.