I have never distinguished teaching theories from learning theories. Pedagogical strategies (teaching) seem to emerge from basic assumptions drawn from learning theories. For instance, if an educator ascribes to constructivist learning theory, then her or his teaching practices will likely follow suit and emphasize content relevance, idiosyncratic meaning, and personal experience. She or he will likely ask learners in some way to relate novel content to personal experience and identify emergent meaning. Similarly, if an educator ascribes to behaviorist learning theory,  then her or his teaching practices will likely emphasize clearly defined objectives, consequences, practice, and feedback. She or he will likely structure learning activities so that favorable consequences follow increasingly approximated desired responses. I don't see a meaningful distinction between teaching theories and learning theories, because I can't see how the former would work without the latter.  

Thank you very much Kevin

I think that today it is more important to focus on thinking and learning to learn. I found this book helpful in explaining various perspectives of learning. Illeris, Knud (2009). Contemporary learning theories. London, New Youk: Routledge

See: Illeris, Knud (2009). Contemporary learning theories. London, New York: Routledge

Check if your library has the journal Teachers and Teaching, which is abstracted in the major abstracting services. If you put the phrase "teaching theory" into PsycNet you'll find dozens of entries.

Link for the journal is at http://www.tandfonline.com/loi/ctat20

You might also find it interesting to read Teaching of Psychology, which is more about content than theory, See http://journals.sagepub.com/home/top

Learning theories don't really have much to do with teaching theories.

There is also the classic, Wilbert J. McKeachie's Teaching Tips, which has gone through at least 14 editions. On mazon at https://www.amazon.com/McKeachies-Teaching-Tips-Wilbert-McKeachie/dp/1133936792

Hi Opeoluwa,

Whilst I agree with the previous respondents in that teaching should take it's logic from the processes of learning, this does not preclude a theory of teaching. Fox's book seems to attempt this though having read only the abstract I am not celar what theoretical depth is in it.

Another source is Gordon Pask's Conversation theory, which is a cybernetic theory of teaching and learning and very powerful both in terms of the methods that follow from it and in terms of its explanatory power. The original work is obscure, difficult to read and probably not easy to get now but there is a substanatial  literature explaining the theory.

I have found much of theoretical value in the classical theroies of rhetoric as expounded by Aristotle, Cicero, Quintillian etc. There is a load of stuff on the web about it. The classical approach is regaining some popularity these days as people see the value in it for teaching and learning.

Hope this helps

Jim

Dear Martina, Hendrika and Jim,

Thank you so much for your comments.

They were really helpful.