TY - JOUR
T1 - The Place of Process-Product Research in Developing the Agenda for Research on Teacher Thinking
AU - Berliner, David
N1 - Funding Information:
Acknowledgement. This work was supported in part by the ePAL project funded by the European Commission. The authors thank for contributions from partners in the ePAL consortium.
PY - 1989/9
Y1 - 1989/9
N2 - Process-product research on teaching, an adaptation of the criteria-of-effectiveness paradigm, has its roots in functionalist psychology. Function-alism is a pragmatic and eclectic approach to psychology that is concerned with the fitting of persons to environments. Functionalists have always accepted cognitive behavior as a legitimate object of study. Thus, a perspective from functionalist psychology may be useful for designing studies of teachers’ thinking. From this perspective, the majority of contemporary studies of teachers’ thinking are found wanting because there has been no concern for criteria of effectiveness. Recommendations for the improvement of research on teachers’ thinking are offered.
AB - Process-product research on teaching, an adaptation of the criteria-of-effectiveness paradigm, has its roots in functionalist psychology. Function-alism is a pragmatic and eclectic approach to psychology that is concerned with the fitting of persons to environments. Functionalists have always accepted cognitive behavior as a legitimate object of study. Thus, a perspective from functionalist psychology may be useful for designing studies of teachers’ thinking. From this perspective, the majority of contemporary studies of teachers’ thinking are found wanting because there has been no concern for criteria of effectiveness. Recommendations for the improvement of research on teachers’ thinking are offered.
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U2 - 10.1207/s15326985ep2404_1
DO - 10.1207/s15326985ep2404_1
M3 - Article
AN - SCOPUS:33747481444
SN - 0046-1520
VL - 24
SP - 325
EP - 344
JO - Educational Psychologist
JF - Educational Psychologist
IS - 4
ER -