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The study of teaching needs an inclusive functional definition

Published online by Cambridge University Press:  08 June 2015

Laurel Fogarty*
Affiliation:
Department of Biology, Stanford University, Stanford, CA 94305. lfogarty@stanford.edu

Abstract

Frameworks that facilitate interdisciplinary communication on the topic of teaching are certainly needed. However, these frameworks require a solid and widely accepted definition of teaching on which to build. As Kline states, the functional definition forms a good basis for productive comparative work. I briefly discuss the most contentious aspects of the functional definition, and suggest that these issues must be resolved before more detailed frameworks become useful.

Type
Open Peer Commentary
Copyright
Copyright © Cambridge University Press 2015 

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