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Understanding teaching needs development
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DOI：10.1017/S0140525X14000454.png)
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Abstract
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To fully understand teaching, we need to know how it develops ontogenetically. Developmental questions about the emergence of different types of teaching behaviour in young humans and the psychological capabilities that underpin them are currently overlooked. Incorporating the individual's development from learner to teacher would expand the scope and impact of Kline's useful framework.
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