| 
  • If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!

View
 

pedagogy_s08

Page history last edited by PBworks 15 years, 10 months ago

Pedagogy Defined

 

 

Pedagogy is the art or science of being a teacher. The term generally refers to strategies of instruction, or a style of instruction.

Pedagogy is also sometimes referred to as the correct use of teaching strategies (see instructional theory). For example, Paulo Freire referred to his method of teaching adults as "critical pedagogy". In correlation with those teaching strategies the instructor's own philosophical beliefs of teaching are harbored and governed by the pupil's background knowledge and experiences, personal situations, and environment, as well as learning goals set by the student and teacher. One example would be the Socratic schools of thought. (Wikipedia)

 

In the act of teaching there are two parties (the teacher and the taught) who work together in some program (the subject matter) designed to modify the learners' behaviour and experience in some way. It is necessary to begin, therefore, with observations about the learner, the teacher, and the subject matter and then to consider the significance of group life and the school. It will then be possible to consider the factors and theories involved in modifying a person's behaviour and understanding. These include theories of learning in education, of school and class organization, and of instructional media.

 

Pedagogy Study Topics

 

The term "pedagogy" refers to how teachers manage their classroom instruction in ways that help students to learn subject matter. Examples of a pedagogical approach include how a teacher chooses to present material, to ask questions, to correct misconceptions, or to encourage students to communicate through writing or class discussion. (Horizon Research, Inc., 2005)

 

 

 

 

 

Purpose of Professional Development 
(Average Percent of Professional Development Hours)

 

During LSC activities, a typical teacher would spend about one-third of professional development time deepening their knowledge of mathematics/science content, about one-third deepening their knowledge of effective pedagogy, and one-third increasing their understanding of the district-designated mathematics and science instructional materials. In many sessions, content and pedagogy were interwoven with the instructional materials that teachers would use in their classrooms.

 

LSC projects had a positive impact on teachers' perceptions of their pedagogical preparedness. In a longitudinal analysis of teacher questionnaire responses, teachers' perceptions of confidence in their ability to teach mathematics and science increased with their participation in professional development sessions provided by the LSC. Another aspect of this study's findings is that, when controlling for teacher participation in the LSC, scores on the indicators of pedagogical preparedness increased as projects matured, which indicates that the LSC projects were having a "systemic" effect on teacher preparedness. (Horizon Research, Inc., 2005).

 

Teacher Perceptions of Their Pedagogical Preparedness,
by Extent of Participation in LSC Professional Development

 

 

 

Teachers credited their new beliefs about how students learn - through questioning, discovery and reflection - to LSC professional development. Evaluators also cited changes in teachers' beliefs about who can learn science and mathematics, from a reliance on ability grouping to accommodate low student performance to an attitude that all students can learn challenging mathematics and science. (Horizon Research, Inc., 2005).

 

 

 

Pedagogy as process

 

Processes are made up of various related tasks and activities. A basic set of 'generic pedagogical tasks' has been assumed at this stage of the project. Not all the following steps are necessarily explicit in all teaching and learning.

 

 

 

1. Establish rapport as the basis of working relationships

establish trust, develop shared overall purposes and distribution of responsibilities as a basis for ongoing negotiation of . control affection

0.

affection

and inclusion

2. Choose a learning focus

0. achieve an agreed specific purpose for the efforts to follow

0. address several dimensions of learning: hopes, needs, interests, benefits

3. Check on prior learning:

0. check on hopes, needs, knowledge and experience

0. establish a sound basis and starting point for new learning

0. establish the zone of proximal development (ZPD) ...more

0. make existing knowledge and skills more readily available

0. experience provides a basis for future learning and for independent checking thinking against reality

0. saves on rework

4. Design learning task and make provision

0. make purposes (hopes and expectations) and policies explicit

0. specify activities and schedules ...

0. include means of knowing about progress and achievement

0. organise and assign requirements (resources, permissions & responsibilities...)

5. Undertake Learning Task (Do it !!)

0. teacher and/or student provide scaffolding for the learning activity

0. learners act and acquire, process and (re)present information

0. (#) monitor progress with the task and activities

0. teachers mediate students' undertaking the learning task

6. Check on learning: (*) Assessment and evaluation

0. reflect on activities, processes, products, experience and learning:

0. knowledge & skills acquired

0. effectiveness of learning processes used

0. self as learner (insights)

7. Explore transference of learning

 

The above leads attention to teacher and student actions and thus to action learning, teacher skills and scaffolding and mediation.

 

Interpretation and application

The balance and emphasis given to the contributions of teacher and learner at each step in the above may vary significantly.

0. The process model can be understood as consistent with other contemporary frameworks such as Powerful Pedagogies.

0. Similarly the model can also be understood as consistent with very traditional and/or allegedly authoritarian styles of teaching. (Robertson, © from University of Tasmania Web)

 

Photos Courteous of Yahoo Images

 

 

 

 

Students on the CAEP in E-Pedagogy Course

Source: /http://www.flickr.com/photos/ush/2221354090/

Howard Rheingold Presentation - The Pedagogy of Civic Participation

Source:http://www.flickr.com/photos/25095603@N07/2388286088/

 

 

 

 

 

 

Piano Pedagogy

Source: http://musedlab.louisiana.edu/~keyboard/pianoped.html

 

 

 

 

 

 

project listing - by tag: pedagogy

Social Pedagogy Instrument

Source: http://www.grayfuse.com/media/social_pedagogy.jpg

Culture, Politics & Pedagogy: A Conversation w/ Henry Giroux

YouTube plugin error

 

 

 

References

 

 

 

 

Wikipedia, Definition From Wikipedia, the free encyclopedia

http://en.wikipedia.org/wiki/Pedagogy

 

 

 

Horizon Research, Inc. (2005). Findings from a decade of Local Systemic Change (LSC) Projects, from Professional development for Mathematics and Science Teachers Web Site:

http://www.pdmathsci.net/findings/topic/5

 

 

 

 

Robertson, Fluck A, Webb Ivan. 
Tasmanian Department of Education, Catholic Education Office and Telstra © from University of Tasmania Web Site:

http://www.educ.utasedu.au/users/ilwebb/Research/pedagogy.htm

 

Related Books

 

 

History of Pedagogy:

http://www.shop.com/History_of_Pedagogy_-19272201-o%21.shtml?trk=1

 

 

Pedagogy of the Oppressed:

http://www.amazon.com/exec/obidos/ASIN/0826412769/themulticultu-20/103-3278463-2967804?creative=125581&camp=2321&link_code=as1

 

Critical Pedagogy Reader:

http://www.amazon.com/exec/obidos/ASIN/0415922615/themulticultu-20/103-3278463-2967804?creative=125581&camp=2321&link_code=as1

 

 

 

 

For more information about Pedagogy:

 

 

More Definitions:

http://answers.yahoo.com/question/index?qid=20070421095913AAsZrYt&show=7

 

 

Models:

http://www.riccistreet.net/port80/boardwalk/highered/models.htm

 

 

http://www.ion.illinois.edu/resources/tutorials/pedagogy/instructionalstrategies.asp

 

 

Techniques:

http://teachvu.vu.msu.edu/public/pedagogy/online_ped_best_pract/

 

Design Considerations:

http://vudat.msu.edu/pedagogy/

 

 

Techniques:

http://www.jobs2careers.org/PedagogyTechniques.php

 

 

Piano Pedagogy:

at theUniversity of Louisiana at Lafayette

http://musedlab.louisiana.edu/~keyboard/pianoped.html

 

Organizations:

http://mingo.info-science.uiowa.edu/~stevens/critped/linksorg.htm

 

 

Projects and Organizations:

http://bkerr.web.mtsu.edu/projects_and_organizations.htm

 

 

Moving from Pedagogy to Anddragogy:

http://www-distance.syr.edu/andraggy.html"> http://www-distance.syr.edu/andraggy.html

Comments (0)

You don't have permission to comment on this page.