PEDAGOGY
Pedagogy is the discipline that deals with the theory and practice of education; it thus concerns the study and practice of how best to
teach. Its aims range from the general (full development of the human being via liberal
education) to the narrower specifics of vocational education.
Paulo
Freire, a Brazilian educator and philosopher, referred to his method of teaching people as ‘critical
pedagogy’. In correlation with those
instructive strategies, the instructor’s own philosophical beliefs of
instruction are harbored and governed by the pupil’s background knowledge and
experience, situation, and environment, as well as learning goals set by the student and teacher. The
word pedagogue was originally used in reference to the slave who escorted Roman
children to school. In Denmark, a pedagogue is a practitioner of pedagogy. The
term is primarily used for individuals who occupy jobs in pre-school education (such
as kindergartens and nurseries)
in Scandinavia. The pedagogue’s job is usually distinguished from a teacher’s
by primarily focusing on teaching children life-preparing knowledge such as social skills and cultural norms.
There is also a very big focus on care and well-being of the child. Many
pedagogical institutions also practice social inclusion.
The pedagogue’s work also consists of supporting the child in their mental and
social development. In Denmark all pedagogues are trained at a series of
national institutes for social educators located in all major cities. In
Hungary, the word pedagogue is synonymous with teacher, therefore, teachers of
both primary and secondary schools may be referred to as pedagogues, a word
that appears also in the name of their lobbyist organizations and labor unions.
However, undergraduate education in Pedagogy does not qualify students to
become teachers in primary or secondary schools but makes them able to apply to
be educational assistants.
Pedagogy is defined as many different types and variations of
teaching. There are many instructional design models
but many are based on the ADDIE model with the five phases: analysis, design,
development, implementation, and evaluation. A
person named Robert Gagne is seen as the driving force behind the development
of instructional design models and ideas. Pedagogy is the science and art of
education, specifically instructional theory. An instructor develops conceptual
knowledge and manages the content of learning activities in pedagogical
settings. Modern pedagogy has been strongly influenced by the theories of three
major heavy -weights in the science of human development: Jean Piaget’s
cognitive theory of development and Lev Vygotsky and Jerome Bruner’s social interaction
and cultural theory. Piaget argued that children construct an understanding of
the world around them, and then experience discrepancies between what they
already know and what they discover in their environment. These
theorists have laid the foundation for pedagogy where sequential development of
individual mental process such as recognizing, recalling, analyzing,
reflecting, applying, creating, understand and evaluating are scaffolded. Students learn as they internalize the procedures,
organization, and structures encountered in social contexts as their own
schemata. The learner requires assistance to integrate prior knowledge with new
knowledge. Children must also develop metacognition, or the ability to learn
how to learn. Learning how to integrate prior knowledge and learning how to learn should be a part of the
classroom experience and should be facilitated by the teacher. Thus pedagogy is defined as many different types and
variations of teaching. As such, there are many different ways in which
students learn and teachers teach. Some of these ways are inclusive of
discovery learning, group learning, hands on learning, distance learning, and
independent study.
PEDAGOGICAL
KNOWLEDGE
Pedagogical Knowledge is deep knowledge about the
processes and practices or methods of teaching and learning and how it
encompasses (among other things) overall educational purposes, values and aims.
This is a generic form of knowledge that is involved in all issues of student
learning, classroom management, lesson plan development and implementation, and
student evaluation. It includes knowledge about techniques or methods to be
used in the classroom; the nature of the target audience; and strategies for evaluating
student understanding. A teacher with deep pedagogical knowledge understands
how students construct knowledge and acquire skills; develop habits of mind and
positive dispositions towards learning. As such, pedagogical knowledge requires
an understanding of cognitive, social and developmental theories of learning
and how they apply to students in their classroom. Lee S. Shulman is an educational psychologist who has made notable contributions to
the study of teaching, assessment of teaching, and the fields of medicine, science and mathematics.
He is a professor emeritus at Stanford Graduate School of Education,
past president of the Carnegie
Foundation for the Advancement of Teaching, past president of the American Educational Research
Association, and the recipient of several awards recognizing his
educational research. Among his many achievements, Shulman is credited with
popularizing the phrase ‘pedagogical
content knowledge’ (PCK). Shulman is the 2006 recipient of the University of Louisville Grawemeyer
Award in Education. He
received the Grawemeyer Award for his 2004 book, The Wisdom of Practice: Essays on
Teaching, Learning and Learning to Teach.
Shulman
claimed that the emphases on teachers’ subject knowledge and pedagogy were
being treated as mutually exclusive. He believed that teacher education
programs should combine the two knowledge fields. To address this dichotomy, he
introduced the notion of pedagogical
content knowledge (PCK) that
includes pedagogical knowledge and content knowledge, among other categories. His
initial description of teacher knowledge included curriculum knowledge, and
knowledge of educational contexts.
Pedagogical
knowledge means the ‘how’ of teaching, generally acquired through education
coursework and personal experiences. Content knowledge, on the other hand, is
the ‘what’ of teaching. It is different from the knowledge of a disciplinary
expert and from general pedagogical knowledge. In Shulman’s view, pedagogical
knowledge is a form of practical knowledge that is used by teachers to guide
their actions in highly contextualized classroom settings. This form of
practical knowledge entails, among other things:
(a) knowledge of how
to structure and represent academic content for direct teaching to students.
(b) knowledge of the
common conceptions, misconceptions, and difficulties that students encounter
when learning particular content.
(c) knowledge of the
specific teaching strategies that can be used to address students’ learning
needs in particular classroom circumstances.
In the view of Shulman and others, pedagogical
knowledge builds on other forms of professional knowledge, and is therefore a
critical and perhaps even the paramount constitutive element in the knowledge
base of teaching.
PEDAGOGICAL COMPETENCE
Pedagogical competence is more than simply good verbal
communication or public speaking skills which come in handy primarily for lecturing.
Pedagogical competence includes awareness of “alternative instructional methods
or technologies”. Pedagogical competence requires that instructors actively think
about and interrogate their own practices in the classroom, being aware of the
possible strategies for engagement, and actively choosing the methods that best
fit their goals and topics. Pedagogical
competence has been researched at the level of the individual, the team, the
group, or the organization, with an inclusion of all of these three dimensions
in the larger frame of the community thus considering a variety of factors such
as: psychological, interactional, organizational, managerial, administrative,
social, economic, cultural (ethnical, religious, of gender, class, age, etc).
Pedagogical competences can be viewed at either end of the axis as, on the one
hand, they help the reaching of achievement/ obtaining of success/ development
of efficiency, the forming of quality, highly adaptive professional development
and they influence societal change by the standards they impose in the
educational process and on the labor market. Therefore, a good knowledge of
pedagogical competence, their typology and principles of development will lead
to a future successful application/ use in any field developing
interdisciplinary thinking, creativity and managerial qualities in any field.
Generally
speaking, pedagogical competences have been regarded either as an ensemble of
potential behaviors or capacities allowing for efficient manifestation of an
activity, or as a minimum professional standard, often specified by law, which
professionals should reach. It is from these two perspectives that theorists
have attempted more and more complex definitions so as to comprise multiple
variables which would lead to better application of education through
competences. Thus, one first definition is constructed by taking into
consideration the resources used in an educational process starting from and
based on developing competences. So pedagogical competence is the ability of an
individual to use a coordinated, synergistic combination of tangible resources
(e.g. instruction materials such as books, articles, and cases and technology
such as software and hardware) and intangible resources (e.g. knowledge,
skills, experience) to achieve efficiency and/ or effectiveness in pedagogy.
The
concept of pedagogical competence also tends to be used with the meaning of
minimum professional standard, often specified by law, which should raise a
person in fulfilling a particular role of the teaching profession. The emphasis
in understanding pedagogical competence should thus fall on the integrated
features which outline the ability to solve pedagogical problems and typical
pedagogical tasks occurring in situations of real pedagogical activities by
applying knowledge, professional and life experience, values and talents in a
creative manner so to obtain appropriate and effective results. Other attempts
to define competence have regarded the notion from the perspective of human
resource management, of vocational training and education, in the attempt to
observe the importance of the interdependence between personal characteristics,
proficiency level and context but there have also been attempts to regard
competences/ competencies from the strict perspective of evaluation and connect
them with professional standards. Regardless of the level at which pedagogical
competence is analyzed a special attention is given to the results obtained in
any educational process developed through the perspective of competences thus
stressing on the performance to which the various methodical algorithms for
achieving teaching tasks are selected, combined and put into effect depending
on the changes of the situational context in which the educational activities
are realized with students. In strict reference to the teacher, pedagogical
competence reflects the teacher’s competence in regard to collaboration,
comprehensive view and contribution to the development of pedagogy for higher
education.
Pedagogical
competence is based on sound, broad and current knowledge within the subject
area, as well as knowledge of student learning and subject-based teaching and
learning issues. It also presupposes a reflective and critical approach to
teaching, learning and pedagogical development over time, as it is tied to
one’s own professional role. Research based teaching and the individual’s own
research are important components in terms of satisfying the scientific grounds
demanded in Chalmers’ programmes. Figure 1 below illustrates the complexity of
the concept of pedagogical competence and the activities of a pedagogically
skilled teacher.2 Pedagogical competence is demonstrated by successful teaching
and development of teaching as well as by evaluations and student learning.
Both general and subject-specific knowledge of how students learn is a
prerequisite as well as for continued development of pedagogical competence to
be possible.
Pedagogical
competence also comprises the ability and willingness to take part in
discussions on pedagogy to achieve personal development and contribute to the
development of others. Participation can take many forms; within one’s own
subject area or on a general level, and on a national or international level.
For a position as senior lecturer, associate professor or professor, a
candidate must have completed courses comprising 15 higher education credits
(10 old higher education credits) in teaching and learning in higher education,
or in some other manner be able to demonstrate the corresponding expertise.
Pedagogical qualifications must be presented in a pedagogical portfolio.
Instructions for presenting pedagogical qualifications are available on Chalmers’
website. Assessment areas for pedagogical competence The following assessment
areas are used to assess pedagogical competence:
v Teaching
skills - Practical experience from and the ability to contribute to student
learning by leading, organizing, planning, implementing, examining, developing
and evaluating different types of teaching and education levels and producing
teaching materials.
v Theoretical
knowledge - Pedagogical knowledge with a focus on teaching and learning in
higher education theory and student learning, while maintaining a connection to
one’s own subject area. It also includes broad and current subject knowledge
and scientific base within the subject, which is applied to teaching
Pedagogical competence.
v Approach characterized by willingness and the
ability to develop - This includes
1. Works
under the set rules and regulations with the aim of achieving targets and
improving results
2. Has
an overall view that integrates theory and practice, as well as an approach
that continuously promotes teaching and student learning
3. Has
a reflective and critical approach (observes, gives feedback, evaluates and
develops) to teaching, learning and pedagogical development work
4. Contributes
to and takes part in the pedagogical discourse
REFERENCE
https://en.wikipedia.org/wiki/Pedagogy
https://beyonddegrees.wordpress.com/2011/12/27/ethics-of-teaching-2-pedagogical-competence
http://www.iojes.net/userfiles/Article/IOJES_402.pdf
http://www.chalmers.se/en/about-chalmers/policies-and-rules/Documents/Extract%20from%20appointment%20regulations.pdf
No comments:
Post a Comment