Teaching: An Interplay of Aims, Constraints, Conflicts, and Compromises  

Oleh:

Oukada, Larbi

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The Modern Language Journal (sebagian Full Text & ada di JSTOR) vol. 84 no. 3 (Sep. 2000), page 327-338.
Fulltext: Vol 84 no 3 pp.327-338.pdf (387.05KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/MLJ/84 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

Teaching is essentially a contentious interplay of curricular and instructional aims and a host of regressive constraints, 4 of which are discussed in the present article. They are: (a) the endless and fallible nature of fully understanding knowledge and of representing it in an ontologically congruous manner (epistemological constraint); (b) the problems inherent in mediating knowledge through language (semiotic constraint); (c) the tenuous validity of the psychological assumptions on which the presentation of knowledge is conducted in the classroom (learning constraint); and (d) the local and potentially regressive variables, such as instructional time, language aptitude, attitude, personality, and motivation (environmental constraint). The thrust of the present article is to show that these 4 constraints exert inevitable and pedagogically fruitful tension on classroom teaching.

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