Quality Teaching

A Sample of Cases

By: Profesor Edgar Stones

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Paperback | 6 October 1994 | Edition Number 1

At a Glance

Paperback
348 Pages

Dimensions(cm)
22.86 x 15.24 x 1.98

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Quality Teaching is not just another book about teaching or a text book on educational psychology which parades the thoughts of gurus currently in fashion. It is an exposition and exemplification of a new paradigm that unites research and theory with the practice of teachers in the classroom. It breaks out of the closed circle in which teachers and researchers look at the way 'good teachers' operate in the hope of improving teaching and shows how a new theoretical perspective can enable all teachers to see how teaching might be and how every one of them can help in its improvement. Stones bases his work on the analysis of fundamental principles of human learning and of ways in which teachers may incorporate them in their day to day work. Quality Teaching is, however, more than just speculation and suggestions. It is based on decades of empirical work with experienced teachers and in initial training. Many of these teachers appear in its pages as they report their work in teaching their pupils to solve novel problems in a wide variety of situations and at all ages and stages. Quality Teaching provides a key to a new way of teaching. It is an approach that is open to testing and it has been tested in the work of hundreds of teachers and teacher educators. It has not, so far, failed to work. It offers all teachers the opportunity of developing a body of pedagogical expertise that will not only greatly enhance pupil's learning but also the status of teaching as a profession.

Industry Reviews

"The book is a tough but fascinating read of over 300 pages. Chapter by chapter these build up seemingly incontrovertible evidence that quality teaching depends on the teacher's systematic examination of his professional experience with learners. The reader might well acquire this discipline from a study of Stones' text and use it to advantage in any learning-teaching situation of his own." -"Higher Education Review, summer 94 "This book is clearly a "tour de force which will be a credit both to the author and to the publisher." -Professor David H. Gliessman, Indiana University ." . . this well-conceived set of procedures, now enhanced by descriptions of teachers using them, is a valuable addition to the literature on theory and practice in teaching. It will be useful to those concerned with the training of both experienced and student teachers, and, indeed, to people involved in teacher appraisal and the subsequent improvement of professional competence." -"Times Higher Educational Supplement, author doesn't want us to use this one ." . . conceptual change is a painful process that often begins with the dissonant clash of dissenting voices. I can think of no truer test of one's tolerance for cognitive dissonance than "Quality Teaching: provocative, ironic, urbane. . .." -"Educational Researcher

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