Part I: Introduction Perspective: Whom Should I Ask?

Abstract

A dilemma arises anytime a teacher, in the moment of teaching, tries to determine what or how much the class understands. This is the question of whom to ask: The least knowledgeable student, the quickest intellect, the plodder, the average student, etc. This decision will determine to some extent what the teacher learns about the understanding or skill of the class, which in turn will guide the teacher's next action. Of course, asking only one student will not provide a comprehensive view of the knowledge of the class as a whole. In a similar way, researchers’ and teacher educators’ decisions about whom to ask about teaching will determine what they learn. Across the book, we will see the impact of who gets asked on what is learned about teaching.

Citation

(2005), "Part I: Introduction Perspective: Whom Should I Ask?", Brophy, J. and Pinnegar, S. (Ed.) Learning from Research on Teaching: Perspective, Methodology, and Representation (Advances in Research on Teaching, Vol. 11), Emerald Group Publishing Limited, Leeds, p. 1. https://doi.org/10.1016/S1479-3687(05)11018-9