Content Teaching: Innovative and Traditional Practices

Autor/inn/en	Heaysman, Orna; Tubin, Dorit
Titel	Content Teaching: Innovative and Traditional Practices
Quelle	In: Educational Studies, 45 (2019) 3, S.342-356 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tubin, Dorit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2018.1446334
Schlagwörter	Educational Innovation; Teaching Methods; Conventional Instruction; Secondary Education; Secondary School Teachers; Interaction; Teacher Role; Student Role; Learner Engagement; Foreign Countries; Secondary School Students; Discussion (Teaching Technique); Creative Activities; Imitation; Questioning Techniques; Israel + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarbereich; Interaktion; Lehrerrolle; Ausland; Sekundarschüler; Befragungstechnik; Fragetechnik
Abstract	Innovative teaching is sometimes perceived as opposite of traditional teaching, since it is regarded as student-centred and takes on the form of guided construction. This distinguishing feature led to an expectation that traditional teaching practices will be replaced with innovative ones for the purpose of fostering learning. The goal of the present research is to examine this issue by taking a closer look at teaching practices within an innovative learning environment, and their implications for teachers and teacher educators. Our qualitative research was conducted in a secondary school which has implemented such a learning environment. The data analysis is based on sociolinguistic discourse analysis. The findings reveal a variety of teaching practices, which allows teachers to choose the most suitable one for a particular learning requirement. We conclude in proposing to adopt a more complex approach to teaching, and to relinquish the dichotomy between traditional and innovative teaching practices. Theoretical and practical implications of this proposal are presented in the discussion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01