Teaching: An Art and A Science

Paper Summary:

The paper discusses how teaching is an art because teaching is, by its very nature, creative and interpretative. The paper shows how it requires both experience and previous advanced-level study of an academic subject. The paper maintains that teaching is also a science because it involves both the formal study of education and/or an applied academic area. The paper relates that teaching also requires a scientific process of trial and error in order to evaluate which pedagogical approaches and techniques work well in the classroom.

From the Paper:

"Subsequently, student teaching gives the newest teachers their first actual classroom teaching experiences, and then teachers acquire further teaching experiences in their own classrooms once they finish their student teaching requirement. Experience is valuable for teachers because it is that alone that teaches them what works in the classroom and what does not; it is through experience, in fact, that teachers acquire (or, in many cases, do not acquire) the distinct "artfulness" of teaching style that distinguishes them in their profession and sets them apart from others."

Sample of Sources Used:

• Cuban, L. (October 1982). Persistent instruction: The high school classroom, 1900-1980. Phi Delta Kappan, 64. 113-18.
• John Dewey. (June 3, 2006). Wikipedia. Retrieved June 12, 2006, from: http://en.wikipedia.org.wiki/John_Dewey.html.
• Kozol, J. (1993). Savage Inequalities. New York: Crown.
• Lagemann, E.C. (May, 1996). Experimenting with education: John Dewey and Ella Flagg Young at the University of Chicago. American Journal of Education, 104(3). 171-185.
• Shaw, J. (April 4, 2006) Rural Schools: The Early 1900s." Lewiston-North Cache Valley Historical Board. Retrieved June 11, 2006, from: http://www. lewiston-ut.org/Lewiston%20History/LewHist3Teachers.html.

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