The school that is a subject of discourse in this work is located in Essex, England. It is referred here as Alpha school (pseudonym). Alpha school is a comprehensive mixed secondary school with a population of around 600 students.
On one side, the school is surrounded by very decent, attractive and some luxurious homes while on the opposite end, where most students come from, council flats and some average homes are scattered throughout the locality. I rarely see students coming from the former side. It is fair to suggest that most of the students come from low socioeconomic backgrounds. This can be manifested by the look of their school uniforms, lack of equipment during lessons, Free School Meals and pupil premium figures.
I am a full
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Pedagogy
Pedagogy is a term widely used in education set up with different wording and sometimes varied meanings. At times it is confused with “teaching”, however, there is a remarkable difference between the two. Hall and Murphy (2008) stress that while teaching is an act, pedagogy encompasses teaching and other key aspects like the environment, learners’ thinking, resources, policies, beliefs and so on.
Let’s start by looking at some definitions of “pedagogy” as given by educationalists. According to the Oxford dictionary of education, Wallace (2009), pedagogy means, “teaching as a professional practice and as a field of academic study. It encompasses not only the practical application of teaching, or pedagogic skills, but also curriculum issues and the body of theory relating to how and why learning takes place”.
Bruner (1996), (quoted in J Leach & B Moon 2008) defines pedagogy as a science which has key dimensions namely, goals, curriculum, assessment, learning activities and the role of teachers and learners and that these dimensions are transformed by different views of mind and the learning
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Let’s continue to look into Ireson’s literature. Since pedagogy is a very generic term, it has some key strands as listed here by Ireson et al (2000): i) Clear goals ii) Inspire with high expectations and capable of providing motivation iii) Technically appropriate and appropriate to its purpose and, iv) Theoretically sophisticated.
Referring these strands, Ireson et al (2000) strongly claims that there are no clear goals in our education structure at all levels from pre-school education to the University. The best we have is what was explained in the Education Reform act (DES, 1988). In broader terms the goal is “to promote the spiritual, moral, cultural, mental and physical development of the pupils”. She argues that the masses’ opinion is divided whether the emphasis should be on individual academic performance or the societal development. She calls for a careful thinking and informed debate in order to establish clear, common educational goals. Establishing clear goals will make it possible to measure the effectiveness of the
It’s no surprise that there are faults within our schools in today’s society. As both authors’ point out if our educational system is
As professionals, pedagogues are encouraged constantly to reflect on their practice and to apply both theoretical understandings and self-knowledge to the sometimes challenging demands with which they are
...management of their educational establishments. Although there are many debates still taking place today on how the education system needs improving or re-addressing, the fact remains that the education acts focused on in this essay, greatly impacted and improved the British education system in terms of the quality of education and equality for pupils.
White, J. (1982). The aims of education restated (pp. 121-2). London: Routledge & Kegan Paul.
Firstly, the title “The School “followed by a light beginning where the author mentions the planting of trees, being responsible and considerate gives readers an
An understanding of the different pedagogical approaches is an essential element in order for educators to develop their students. The self-directed approaches should be limited in teaching and student-centered approaches should be encouraged in teaching methodology.
My Educational philosophy is defined in becoming a teacher as a set of ideas and beliefs about education that guide the professional behavior of educators. Also included in educational philosophy are one’s beliefs about teaching and learning, students, knowledge and what is worth knowing. My five general purposes for philosophy of education are: to set goals of plan, to teach useful and relevant information, be aware of students learning styles, modeling positive cooperative behavior, to look for solutions and to make sure those solutions are working.
For hundreds of years the traditional, most frequently implemented and trainer, centred approach to learning has been and still is pedagogy.
According to Byman and Kansanen (2008, p605) ‘… teaching in itself does not imply learning’. The underachievement of young people in education has been a priority in British politics for over two decades (Ross, 2009). The estimates of academic underachievement at Key Stage 4 (KS4) are reportedly between one fifth and one third of the KS4 population in England (Steedman and Stoney, 2004). An Ofsted (2013) report identifies that pupils’ aged from 11 to 16 (early KS4) is below the national average. Underachievement in KS4 has become a recurring phenomenon (Wogboroma, 2014), with several academics and government bodies, identifying a range of significant implications, not only for the individual but also for wider society (Beinart, et al. 2002; McIntosh and Houghton, 2005; Hosie, 2007; Ofsted, 2013; DfE, 2014). This unseen cluster of learners that are academically underachieving is representative of an objectionable waste of potential, in addition incurring subsequent costs, from an individual viewpoint to a national scale (Ofsted, 2013). Consequently, recognizing and instigating timely interventions to tackle underachievement in KS4 and subsequently achieve social justice for this learner group should be a fundamental goal for schools. Motivation is recognised as an effective tool to overcome underachievement (Mega, et al. 2014) Furthermore, the intrinsic loci of motivation has developed to become an important phenomenon for educators, as it produces high-quality and effective learning in addition to creativity and achievement that can be progressively nurtured by teacher practices (Ryan & Stiller, 1991). Theories of motivation, self and society are critically evaluated to determine effective strategies...
This paper will review Hase, S., & Kenyon, C. journal “From andragogy to heutagogy.” They discussed Knowles (1970) suggestion an important change in the way in which educational experiences for adults should be designed. They demonstrated the difference between the notion of andragogy and heutagogy. Furthermore the transformation from the theory of pedagogy to andragogy and now towards truly self-determined learning called heutagogy. This paper will exemplify the many benefits of both andragogy and heutagogy.
In my experience with grad schools today children are still being taught in a pedagogy style, it is almost robotic,
Tizard, P. (1988) Young children at school in the inner city, Oxford: Taylor & Francis.
It is expected that the profession of teaching embraces many qualities of any other professional practice. Teachers must possess a combination of many qualities beginning with a strong academic background and wide-ranging knowledge. The National Framework for Professional Standards for Teaching (2003) it is the knowledge of students, curriculum, subject matter, pedagogy, education – related legislation and the specifically teaching context that is the foundation on effective teaching, and a firm foundation on which to construct well educated judgments.
Education is a vital part of society. It serves the beneficial purpose of educating our children and getting them ready to be productive adults in today's society. But, the social institution of education is not without its problems. Continual efforts to modify and improve the system need to be made, if we are to reap the highest benefits that education has to offer to our children and our society as a whole.
“Teaching is often a difficult process, but the end result is very rewarding. Watching a child develop confidence and seeing a student progress in their studies is a very exciting process. Teaching young children is especially great because it is setting a foundation for life-long learning.”(Chronicle guidance publications). What is teaching? A teacher is a person who provides education for pupils (children), or students (adults) using lectures, audiovisual aids, demonstrations, and computers to present academic, social, and motor skills. Teachers can also teach foreign languages, art, kids with special needs, and P.E. Teaching has changed a lot compared to the traditional methods of just lectures and textbooks. Students now are encouraged to actively learn through groups or individual projects. They have learning games, debates, and experiments to help them through the learning process. Being a teacher would be a great career for anyone who wants to further themselves, to help people, and to have great benefits (chronicle guidance publications).