Teaching Implications of Different Educational Theories and Approaches | Zendy

Dale A. Moore | Zendy; Martin H. Leamon | Zendy; Paul D. Cox | Zendy; Mark Servis | Zendy

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Teaching Implications of Different Educational Theories and Approaches

Author(s) -

Dale A. Moore,

Martin H. Leamon,

Paul D. Cox,

Mark Servis

Publication year - 2002

Publication title -

journal of veterinary medical education

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.457

H-Index - 35

eISSN - 1943-7218

pISSN - 0748-321X

DOI - 10.3138/jvme.29.2.117

Subject(s) - viewpoints , mathematics education , teaching method , education theory , cognition , learning theory , psychology , pedagogy , higher education , art , neuroscience , political science , law , visual arts

Educational theory can and should form the basis for teaching in veterinary medicine. Nevertheless, formal training for teachers in veterinary medicine is uncommon and rarely includes study of different educational theories or perspectives, leaving educators to rely on informal or “hidden” educational constructs to guide them in their everyday teaching. Using a modified case-based format, we present critiques of a hypothetical teaching scenario from four different educational viewpoints: behaviorist, cognitive, social learning, and inspired teaching approaches. The importance and utility of formal educational theory in faculty development is discussed.

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