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
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/25095603@N07/2388286088/
Piano Pedagogy
Source: http://musedlab.louisiana.edu/~keyboard/pianoped.html
project listing - by tag: pedagogy
Social Pedagogy Instrument
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
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