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Subjectivity may hinder the application of Kline's teaching framework in comparative contexts
Lewis G Dean1, Rachel L Kendal2
1Centre for Social Learning and Cognitive Evolution, School of Psychology and Neuroscience, University of St Andrews, Fife, KY16 9JP, United Kingdom. lgd1@st-andrews.ac.uk http://www.st-andrews.ac.uk/profile/lgd1
The Behavioral and Brain Sciences
|January 21, 2016
Summary
Kline
Area of Science:
- Education
- Pedagogy
- Learning Sciences
Background:
- The study of teaching requires interdisciplinary collaboration.
- Existing frameworks may lack comprehensive scope.
Purpose of the Study:
- To evaluate Kline's proposed overarching framework for the study of teaching.
- To identify areas for improvement in the framework's design and application.
Main Methods:
- Conceptual analysis of Kline's proposed framework.
- Critique of the framework's components and scope.
Main Results:
- Kline's framework offers a valuable starting point for interdisciplinary collaboration in teaching research.
- The framework's current design overemphasizes teacher behavior.
- Key categories within the framework lack sufficient distinctiveness.
Conclusions:
- The proposed framework needs refinement to incorporate outcomes and costs.
- Enhancing category distinctiveness is crucial for the framework's practical utility.
- Further development is recommended to strengthen the framework for collaborative teaching research.
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