Foreword -- Preface and Introduction -- Acknowledgments -- Accountable to Whom? Learning from Beginning Schoolteachers 1 -- "Oh that we the gift of God to see ourselves as others see us," Learning from Beginning Teachers 2 -- Toward a Scholarship of Teaching. Teaching as Research -- Objectives and Outcomes -- Problem Solving, Its Teaching, and the Curriculum Process -- Critical Thinking, Decision Making, and Problem Solving -- The Scholar Academic Ideology of the Disciplines -- Intellectual Development -- Organization for Learning -- Concept Learning -- Complex Concepts -- The Learning Centered Ideology--How Much Should We Know About Our Students? -- The Learning Centered Ideology--How Much Should We Know About Our Students? -- Intelligence -- Two Views of Competency -- From IQ to Emotional IQ -- Social Reconstruction -- Author's Biography -- Author Index -- Subject Index.

Each one of us has views about education, how discipline should function, how individuals learn, how they should be motivated, what intelligence is, and the structures (content and subjects) of the curriculum. Perhaps the most important beliefs that (beginning) teachers bring with them are their notions about what constitutes "good teaching". The scholarship of teaching requires that (beginning) teachers should examine (evaluate) these views in the light of knowledge currently available about the curriculum and instruction, and decide their future actions on the basis of that analysis. Such evaluations are best undertaken when classrooms are treated as laboratories of inquiry (research) where teachers establish what works best for them. Two instructor centred and two learner centred philosophies of knowledge, curriculum and instruction are used to discern the fundamental (basic) questions that engineering educators should answer in respect of their own beliefs and practice. They point to a series of classroom activities that will enable them to challenge their own beliefs, and at the same time affirm, develop, or change their philosophies of knowledge, curriculum and instruction.