Book Review: Five Perspectives on Teaching in Adult and Higher Education
Notice bibliographique
Résumé
Five Perspectives on Teaching in Adult and Higher Education by Daniel D. Pratt and Associates. Kreiger Publishing Company, Malabar, Florida. 1998, 289 pages, $32.50 Cloth, ISBN 0-89464-937-X. Reviewed by David L. Dollar. Five Perspectives on Teaching in Adult and Higher Education is a carefully written, well-researched analysis of five major philosophical and practical orientations to teaching. This book is intended for teachers of adults, whether they are teaching in formal or informal settings. It will also prove useful for those who wish to explore the deeper structures that define teaching. This challenging, affirming, and stimulating book draws equally from theoretical analysis and empirical research. It offers an indepth examination of the intentions and beliefs that give direction and justification to teaching and to how and what teachers think about teaching. Daniel D. Pratt both authors and edits this respectful, honest, and provocative account of teaching practices and philosophies. Pratt is on the faculty in the Department of Educational Studies at The University of British Columbia, Canada. From the Yukon to Arizona, and from Seattle to Shanghai, Pratt has been exploring what teaching means for over two decades. Pratt studied 253 adult educators in his attempt to understand what teaching means across vastly different settings. These teachers were asked questions about teaching, learning, motivation, the goals of education, and the influence of context on their teaching. Their responses reveal five qualitatively different perspectives, or points of view, on teaching adults that form the conceptual backbone of the book. These five perspectives on teaching are as follows: (a) Transmission-Effective Delivery of Content; (b) Apprenticeship-Modeling Ways of Being; (c) Developmental-Cultivating Ways of Thinking; (d) Nurturing-Facilitating Self Efficacy; and (e) Social Reform-Seeking a Better Society. Pratt strengthens this book by presenting these five perspectives dif ferently than any earlier literature on this topic has presented them. First, the perspectives are derived from several years of teaching and research in five different countries (Canada, China, Hong Kong, Singapore, and the United States). Thus, they are empirically derived from practitioners rather than scholars' intuitive knowledge. Second, the perspectives are portrayed in both theoretical and practical terms. They are examined and analyzed as a cluster of actions, intentions, and beliefs and described in contexts of actual practice. Finally, this book presents the five perspectives as legitimate views of teaching, subject to variations only in the quality of implementation and not in the nature of their underlying values. Consequently, the perspectives are presented as legitimate forms of commitment to teaching with corresponding ways of thinking, acting, and believing about the instruction of adults. Presenting these five perspectives not as methods of teaching, but as unique constellations of actions, intentions, and beliefs, provokes critical reflection on issues of evaluation and quality while also respecting diversity within adult and higher education. Pratt divides the book into three sections. Section I provides an introduction and overview of a general model of teaching. …
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,002 | 0,001 |
| Bibliométrie | 0,004 | 0,009 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,004 | 0,004 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,002 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,025 | 0,014 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».