Affiliation:
1. Daniel D. Pratt is an associate professor at The University of British Columbia. I wish to acknowledge my co-researchers, especially Zhang Lu (Beijing), Huang Fei (Wuhan), Leong Wei (Singapore), Tse Man Lap (Hong Kong), and Trish Archibald, Natalia Boland, & Elinore Frederickson (Yukon Territory). I also want to acknowledge Roy Bentley, former Dean of Education, for his unending encouragement and generation of ideas as I started out on this project”
Abstract
From interviews of 253 adults and teachers of adults in Canada, the People's Republic of China, Hong Kong, Singapore, and the United States, five conceptions of teaching emerged: Engineering–Delivering Content; Apprenticeship–Modeling Ways of Being; Developmental–Cultivating the Intellect; Nurturing–Facilitating Personal Agency; and, Social Reform–Seeking a Better Society. Variation amongst conceptions was examined in relation to three interdependent aspects of each conception: actions, intentions, and beliefs related to one or more of five elements and the relationship amongst those elements: teacher, learner, content, context, and/or an ideal vision for society. Findings have implications for cross-cultural work, the evaluation of teaching, and the development of teachers.
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