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This essay is an invitation for all communication scholars to retrieve the serious discussions and focused inquiries about teaching that are so much a part of this discipline's heritage. During a period when educational scholars have been discovering that knowledge about effective teaching and learning is highly discipline specific, communication education research has tended to rely on generic educational models. In contrast to instructional communication scholarship that must cut across many fields, communication education research needs to be exceedingly content and context specific. Recognizing the ways that theory and pedagogy mutually inform each other, researchers are urged to target the particular problems of teaching various communication concepts and skills and to seek solutions in the most current theoretical understandings of communication.
Jo Sprague (Thu,) studied this question.