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The Art and Craft of Pedagogy: Portraits Of Effective Teachers (Continuum Studies in Educational Research)

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Adapting the teaching resource should suit appropriate teaching and learning environments, national and local cultural norms, and make it accessible to different types of learners. Key adaptations in teaching resource include: [41] Chazan, Barry (2022). "What is "Education"?". Principles and Pedagogies in Jewish Education. Springer International Publishing. pp.13–21. doi: 10.1007/978-3-030-83925-3_3. ISBN 978-3-030-83925-3. S2CID 239896844. Archived from the original on 12 May 2022 . Retrieved 13 May 2022. Martin, Jane. "What Should We Do with a Hidden Curriculum When We Find One?" The Hidden Curriculum and Moral Education. Ed. Giroux, Henry and David Purpel. Berkeley, California: McCutchan Publishing Corporation, 1983. 122–139. Tabor, Sharon W (Spring 2007). Narrowing the Distance: Implementing a Hybrid Learning Model. Vol.8. IAP. pp.48–49. ISBN 9787774570793. ISSN 1528-3518 . Retrieved 23 January 2011. {{ cite book}}: |journal= ignored ( help) Kincheloe, Joe L.; Horn, Raymond A., eds. (2007). The Praeger Handbook of Education and Psychology. Praeger. p.552. ISBN 978-0313331237.

Vaughan, Dr Norman D. (2010). "Blended Learning". In Cleveland-Innes, MF; Garrison, DR (eds.). An Introduction to Distance Education: Understanding Teaching and Learning in a New Era. Taylor & Francis. p.165. ISBN 978-0-415-99598-6 . Retrieved 23 January 2011. Crappell, Courtney (2019). Teaching Piano Pedagogy: A Guidebook for Training Effective Teachers. New York: Oxford University Press. p.160. ISBN 978-0-19-067052-8. During the 1700s, the philosopher Jean-Jacques Rousseau presented his methodology on the education of children in his novel Emile, the story of the education of a young boy. Within his novel, Rousseau described the importance of having a focus on both environment and personal experience. Different learning stages are described: for example, during the "the age of nature" (from ages 2 to 12), Rousseau argued that a boy should receive no moral instruction or verbal learning, as the mind should be "left undisturbed until its faculties have developed." Instead, education during this stage should be focused on physical and sensory development. Books are eschewed during Emile's education, with the exception of Daniel Defoe's Robinson Crusoe, a novel that reinforced Rousseau's ideal of the solitary, self-sufficient man. [4]

Our starting point here is with the nature of education. Unfortunately, it is easy to confuse education with schooling. Many think of places like schools or colleges when seeing or hearing the word. They might also look to particular jobs like teacher or tutor. The problem with this is that while looking to help people learn, the way a lot of teachers work isn’t necessarily something we can properly call education. Like practical and theoretical educationalists before him, Herbart also makes a distinction between education (Latin: educatio) and teaching (Latin: instructio). ‘Education’ means shaping the development of character with a view to the improvement of man. ‘Teaching’ represents the world, conveys fresh knowledge, develops existing aptitudes and imparts useful skills…. The distinction between teachers and pedagogues, instruction and guidance, and education for school or life was a feature of discussions around education for many centuries. It was still around when Immanuel Kant (1724-1804) explored education. In On Pedagogy ( Über Pädagogik) first published in 1803, he talked as follows:

Successful education for all depends on teachers being able to embrace both the art and science of pedagogy, acting as "parents" who understand the needs, abilities, and experiences of their students while also being trained in the best methods of communication and presentation of appropriate materials.

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While new approaches and pedagogical techniques are constantly being developed, some older ones are being questioned. Many educators question the value of standardized testing, particularly in younger children. While such techniques are still a major part of many educational systems, there is a push to discontinue their use in favor of more student centered, hands on evaluation. Thus, as all those involved in educational theory and practice continue to advance their knowledge and techniques, and our knowledge and technology continues to develop, pedagogy also is in a state of continuous change and improvement in an effort to provide the best education to all people. Can the notion of pedagogy be unhooked from the discourse of schooling and returned to something more like its Greek origins? According to the constructivist approach, learners construct and interpret their individual realities based on their perceptions of experiences. Learning is regarded as a process in which the learner actively constructs new ideas or concepts based upon current and past knowledge and beliefs. Constructivist learning, therefore, is a very personal endeavor, whereby internalized concepts, rules, and general principles may consequently be applied in a practical real-world context. The teacher acts as a facilitator, encouraging students to discover principles for themselves and to construct knowledge by working to solve realistic problems. Working with other students enables the sharing of viewpoints and an emphasis on collaborative learning. [6] Constructivist theories are behind many modern teaching styles, such as Generative Learning, Inquiry-based instruction, Discovery Learning, and knowledge building, promoting the student's free exploration within a given framework or structure. Simplified we may say that the concerns of didactics are: what should be taught and learnt (the content aspect); how to teach and learn (the aspects of transmitting and learning): to what purpose or intention something should he taught and learnt (the goal/aims aspect

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