Orientations of Instructional Practices Presentation of Some Theoretical Perspectives

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Published: Dec 1, 2009
Keywords:
foundations of educational practices theoretical models of the educators forms of practical analysis different perspectives of learning different perspectives of development

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Ana Paula Couceiro Figueira
Universidade de Coimbra

Abstract

We pretend sensibly the readers for the conceptual models or theoretical systems that justify the instructional practices. In this context, we explained the Caverly and Peterson (1996), Ernest (1995), Prawat (1996), Bogus (1995) and Di Vesta (1987) perspectives about the instructional practices orientations, on the beddings of the instruction, the form as these authors group the different theories or perspectives on the human being, in terms of acquisition of the knowledge, the learning, the development. This is an article of theoretical systematization, where if they present some types of categorization or grouping of the different forms to read and to think the human being, trying to define the common denominators and the distinctive aspects. It is distinguished that the presented systems consolidate practical the educative ones in one determined philosophical and/or psychological orientation, evidencing it not theoretical consensus of framing of the different perspectives in more including categories. 

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Article Details

Issue
Vol. 11 No. 3 (2009)
Section
Artigos

Copyright to articles published in The Journal Of Psychology: Theory and Practice belongs to the authors, who grant Mackenzie Presbyterian University the not exclusive rights to publish the content. 

 

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