Search results for: teachers-students-and-pedagogy

Teachers Students and Pedagogy

Author : Douglas O. Baldwin
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Selected Readings and Documents in the History of Canadian Education This new collection is an ideal sourcebook for courses in the history of education, social history courses and for the general reader interested in the history of education in Canada. It focuses on the social contexts of education, the curriculum as an instrument of social, economic and political policy, the role and status of teachers, and above all, what actually went on in schools and classrooms. Each topic begins with an editor introduction, followed by a key secondary interpretative article and concludes with a wealth of primary and secondary source material including diaries and other personal testimony, government reports, statistical surveys, and curriculum documents. All the material in the book was used as the basis for a dynamic course for history and education students.

Teachers Students and Pedagogy

Author : Douglas Baldwin
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"This book focuses on the social contexts of education, the curriculum as an instrument of social, economic and political policy, the role and status of teachers, and above all, what actually went on in schools and classrooms. Each topic begins with an editor introduction, followed by a key secondary interpretative article and concludes with a wealth of primary and secondary source material including diaries and other personal testimony, government reports, statistical surveys, and curriculum documents."--Publisher.

Understanding Pedagogy

Author : Michael Waring
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What is meant by pedagogy? How does our conception of pedagogy inform good teaching and learning? Pedagogy is a complex concept of which student and practising teachers need to have an understanding, yet there remain many ambiguities about what the term means, and how it informs learning in the classroom. Understanding Pedagogy examines pedagogy in a holistic way, supporting a more critical and reflective understanding of teaching and learning. It considers pedagogy as a concept that covers not just teaching approaches and pupil-teacher relationships but one which also embraces and informs educational theory, personal learning styles, assessment, and relationships inside and outside the classroom. A detailed consideration of what it means to be a professional in the contemporary climate, Understanding Pedagogy challenges student and practising teachers to reappraise their understanding and practice through effectively linking theory and practice. Key issues explored include the importance of understanding a learning styles profile, the application of cognitive neuroscience to teaching, personalised learning, assessment and feedback, and what we mean by critical reflection. Using the Personal Learning Styles Pedagogy, the authors make explicit the integration of theory and practice and the many decisions and selections that teachers make, their implications for what is being taught and learnt, how learners are positioned in the pedagogical process, and ultimately, how learning can be improved. Understanding Pedagogy will be essential reading for student and practising teachers, as well those on Education Studies courses and undertaking masters level courses, involved in the endeavour of understanding what constitutes effective teaching and learning.

Faces of English Education

Author : Lillian L. C. Wong
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Faces of English Education provides an accessible, wide-ranging introduction to current perspectives on English language education, covering new areas of interest and recent studies in the field. In seventeen specially commissioned chapters written by international experts and practitioners, this book: offers an authoritative discussion of theoretical issues and debates surrounding key topics such as identity, motivation, teacher education and classroom pedagogy; discusses teaching from the perspective of the student as well as the teacher, and features sections on both in- and out-of-class learning; showcases the latest teaching research and methods, including MOOCs, use of corpora, and blended learning, and addresses the interface between theory and practice; analyses the different ways and contexts in which English is taught, learned and used around the world. Faces of English Education is essential reading for pre- and in-service teachers, researchers in TESOL and applied linguistics, and teacher educators, as well as upper undergraduate and postgraduate students studying related topics.


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Teachers Students and Pedagogy

Author : Douglas Baldwin
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Critical Pedagogy and the Everyday Classroom

Author : Tony Monchinski
File Size : 61.81 MB
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Critical Pedagogy addresses the shortcomings of mainstream educational theory and practice and promotes the humanization of teacher and student. Where Critical Pedagogy is often treated as a discourse of academics in universities, this book explores the applications of Critical Pedagogy to actual classroom situations. Written in a straight-forward, concise, and lucid form by an American high school teacher, drawing examples from literature, film, and, above all, the everyday classroom, this book is meant to provoke thought in teachers, students and education activists as we transform our classrooms into democratic sites. From grading to testing, from content area disciplines to curriculum planning and instruction, from the social construction of knowledge to embodied cognition, this book takes the theories behind Critical Pedagogy and illustrates them at work in common classroom environments.

Co creating Learning and Teaching

Author : Catherine Bovill
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Co-creation of learning and teaching, where students and staff collaborate to design curricula or elements of curricula, is an important pedagogical idea within higher education, key to meaningful learner engagement and building positive student-staff relationships. Drawing on literature from schools’ education, and using a range of examples from universities worldwide, this book highlights the benefits of classroom-level, relational, dialogic pedagogy and co-creation. It includes a focus on the classroom as the site of co-creation, examples of practice and practical guidance, and a unique perspective in bringing together the concept of co-creation with relational pedagogy within higher education learning and teaching. Critical Practice in Higher Education provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest. Through critical engagement, this series aims to promote an expanded notion of being an academic – connecting research, teaching, scholarship, community engagement and leadership – while developing confidence and authority.

The Pedagogy of English as an International Language

Author : Roby Marlina
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This volume offers insights in current theoretical discussions, observations, and reflections from internationally and regionally celebrated scholars on the theory and practice of teaching English informed by a new school of thought, English as an International Language (EIL). This volume provides readers (scholars, teachers, teacher-educators, researchers in the relevant fields) with: Knowledge of the changing paradigm and attitudes towards English language teaching from teaching a single variety of English to teaching intercultural communication and English language variation. Current thoughts on the theory of teaching English as an international language by internationally-celebrated established scholars and emergent scholars. Scholarly descriptions and discussions of how English language educators and teacher-educators translate the paradigm of English as an International Language into their existing teaching. Delineation of how this newly emerged paradigm is received or responded to by English language educators and students when it is implemented. Readers have a unique opportunity to observe and read the tensions and dilemmas that educators and students are likely to experience in teaching and learning EIL.

Teaching and Learning

Author : Alex Moore
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"Teaching and Learning: Pedagogy, Curriculum and Culture is designed to share important theory with readers in an accessible but sophisticated way. It offers an overview of the key issues and dominant theories of teaching and learning as they impact upon the practice of education professionals in the classroom. This second edition has been updated to take account of significant changes in the field; young people's use of digital technologies, the increasing involvement of world of business in state education, and ongoing high-profile debates about assessment, to name but a few. It examines the global move from traditional subject-and-knowledge based curricula towards skills and problem-solving and discusses how the emphasis on education for citizenship has forced us to reconsider the social functions of education. Central topics also covered include: - An assessment of the most influential theorists of learning and teaching - The ways in which public educational policy impinges on local practice - The nature and role of language and culture in formal educational settings - An assessment of different models of 'good teaching' - Alternative models of curriculum and pedagogy. With questions, points for consideration and ideas for further reading and research throughout, this book delivers discussion and analysis designed to support understanding of classroom interactions and to contribute to improved practice. It will be essential reading for all student teachers, those engaged in professional development and Education Studies students"--


Author : Shantanu Dey
File Size : 77.32 MB
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A Handbook of e-Pedagogy helps to make the concept of e-pedagogy of all individuals involved in the education system in a fair, comprehensive and usable mode. It is to be hoped that from this book, teachers, students, trainees and all individuals involved in the education system will be well acquainted with the practical application of e-pedagogy. Each and every fields of e-pedagogy have been exposed through the book with reference to general pedagogy. As well as technology-dependent shots are clearly shown on a variety of subjects through a number of precise images. The material of the book is concise and accurate. Digital teaching- learning of teachers and students has been shown a definite direction about goals, objectives and duties. Hopefully, by reading this book, you will be able to get all the ideas about e-pedagogy and be able to successfully implement it in the virtual classroom situation.

Jazz Pedagogy for Teachers and Students

Author : David Baker
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This volume was the first published jazz teaching method. One of America's greatest musician-teachers, David Baker, shows how to develop jazz courses and jazz ensembles, with lesson plans, rehearsal techniques, practice suggestions, improvisational ideas, and ideas for school and private teachers and students.

Teaching with the Screen

Author : Dan Leopard
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Teaching with the Screen explores the forms that pedagogy takes as teachers and students engage with the screens of popular culture. By necessity, these forms of instruction challenge traditional notions of what constitutes education. Spotlighting the visual, spatial, and relational aspects of media-based pedagogy using a broad range of critical methodologies–textual analysis, interviews, and participant observation–and placing it at the intersection of education, anthropology, and cultural studies, this book traces a path across historically specific instances of media that function as pedagogy: Hollywood films that feature teachers as protagonists, a public television course on French language and culture, a daily television "news" program created by high school students, and a virtual reality training simulation funded by the US Army. These case studies focus on teachers as pedagogical agents (teacher plus screen) who unite the two figures that have polarized earlier debates regarding the use of media and technology in educational settings: the beloved teacher and the teaching machine.

Teaching about Teaching

Author : J. John Loughran
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Considers teacher education as an important aspects of the teaching profession and demonstrates why it is so important for higher education institutions to value their teacher educators' professional knowledge. The book demonstrates how teaching about teaching knowledge pedagogy is vital to the development of quality in teacher education and how this knowledge needs to be articulated and communicated throughout the teaching profession, both in schools and universities.

Developing a Pedagogy of Teacher Education

Author : John Loughran
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A pedagogy of teacher education must go well beyond the simple delivery of information about teaching. This book describes and explores the complex nature of teaching and of learning about teaching, illustrating how important teacher educators' professional knowledge is and how that knowledge must influence teacher training practices. The book is divided into two sections. The first considers the crucial distinction between teaching student-teachers and teaching them about teaching, allowing practice to push beyond the technical-rational, or tips-and-tricks approach, to teaching about teaching in a way that brings in the appropriate attitudes, knowledge and skills of teaching itself. Section two highlights the dual nature of student teachers’ learning, arguing that they need to concentrate not only on learning what is being taught but also on the way in which that teaching is conducted.

Pedagogy and Education for Life

Author : Trevor H. Cairney
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There are many books on Christian education, but few consider pedagogy with a biblical focus on formation, and a grounding in varied related disciplines. This book seeks to recapture the term pedagogy and place it at the center of the teacher's role--not as a pseudonym for other things, but as the critical foundation for the orchestration of classroom life. This is a view of pedagogy that accepts that children come to classrooms as inhabitants of multiple and varied communities. Some are known and shared with teachers, but many are not. Children cannot be left to find their way in the world, for as they encounter competing and contradictory worlds, their hopes, dreams, and intentions are shaped. Teachers play a key role in students' formation by "shaping" classroom life, for all of life is used by God to reveal himself. The things taught, the priorities set and activities planned, the experiences structured and books shared--indeed, everything in and outside school acts upon and shapes our students. Pedagogy is the vehicle for shaping the life of the school. Learning requires more than subject content and good teaching. The central task of teachers is the development of a pedagogy that shapes "life." This book offers challenge and guidance as teachers engage in this noble task.

Cross Cultural Teaching and Learning for Home and International Students

Author : Janette Ryan
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Cross cultural teaching and learning for home and international studentsmaps and discusses the increasing internationalisation of teaching and learning at universities around the world. This new phenomenon brings both opportunities and challenges, as it introduces what can be radically different teaching, learning and assessment contexts for both students and staff. This book moves beyond the rhetoric of internationalisation to examine some of the more complex issues for practitioners, researchers, students and those working in transnational or non-Anglophone contexts. It recognises that although universities around the world enthusiastically espouse internationalisation as part of their mission, there is currently little information available about carrying out this vision in terms of pedagogy and curriculum at a practical level. This book fills that gap comprehensively, organising its information around four main themes: New ways of teaching, learning and assessing: Challenges and opportunities for teaching practice, student engagement and participation, assessment and supervision of learning. New ways of designing and delivering curriculum: Internationalising the curriculum for all students within ‘home’ and ‘abroad’ contexts. New ways of thinking and acting: Developing the global citizen, intercultural learning and respectful dialogue, responding to student diversity and equity, enhancing graduate employability and future life trajectories. New ways of listening: Discovering and responding to new or unfamiliar voices among students and staff, embracing ‘other’ academic and intellectual traditions. Illustrated by a wide range of examples from around the world, this book brings together contemporary work and thinking in the areas of cross cultural teaching and internationalisation of the curriculum.

Culturally Responsive Pedagogy

Author : Sheryl V. Taylor
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"At its core, culturally responsive pedagogy represents a professional philosophy that is based on teachers' fundamental commitment to students' success. Authors Taylor and Sobel believe that teachers want to approach their teaching from the pivotal point that each of their students' lives matter. Working from a broad perspective of culture, the authors view culturally responsive teaching as a contextual and situational process for both teachers and students - all students - including those who are from a diversity of languages, cultures, racial/ethnic backgrounds, religions, economic resources, interests, abilities, and life experiences as well as students who are members of the society's 'mainstream' cultural, linguistic, and socio-economic background. Recognizing that teachers are conduits of culture regardless of what content they teach, the authors assert that when culture is coupled with pedagogy the result involves a complex and comprehensive mix of knowledge and skills for teachers to use to engage a diverse student population This book is intended as a guide and practical discussion for K-12 teachers who are committed to culturally responsive pedagogy and recognize the structural inequalities in society that are reflected in its schools. Such teachers acknowledge that schools have a history of failing to serve students who are outside of the 'mainstream' culture. For those teachers who recognize the sociopolitical nature of education and the role their own cultural background and privilege play in their work as a professional educator, they will find meaningful applications of research-based exemplars used to create and manage rigorous learning environments that maximize students' opportunities to learn." --Publisher's website.

Teacher Training and Effective Pedagogy in the Context of Student Diversity

Author : Liliana Minaya-Rowe
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The purpose of this volume is two-fold. First, the book attempts to initiate a research-based dialogue from a variety of perspectives specifically about teacher training and teaching in the context of student linguistic and cultural diversity; and, second, to cast a wide net over three major areas of professional development that have the potential to impact on teacher quality and on the educational services provided to ELLs at all levels of instruction. This book represents a first attempt to a quiet revolution going on in teacher education (Johnson, 2000). It allows the reader to uncover research activities and experiences that constitute individual teacher education program initiatives. A revolution, because it is stirring the very essence of what stands at the core of teacher education, a core that has long been based more on training to teach monolingual English speaking students and less on teaching ELLs, their first and second language development, using their bilingualism to teach academics, and on the process of becoming an effective teacher of ELLs. This state-of-the-art review brings together research on effective pedagogy and teacher training. The nine feature chapters are directly concerned with effective new structures and practices for professional development and are presented in a framework that considers a wide spectrum of topics to address issues such as: what teachers need to understand about English language learners, what kind of professional experiences are likely to facilitate those understandings, and what kinds of teacher education programs and school settings are able to support their ongoing learning. The authors also discuss the implications of their work for helping English language learners connect and benefit from school from the points of view of (1) school reform, (2) teachers’ bilingual proficiencies, (3) teachers’ knowledge and beliefs, and (4) teacher training programming and sustainability.

Transforming Pedagogies Through Engagement with Learners Teachers and Communities

Author : Dat Bao
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This book identifies three types of influential forces that pose challenges to innovations: socio-cultural dynamics, teacher individuality, and local circumstances. It uses languages, cultural traits, and intellectual heritages in the Asia-Pacific region as an example to show the resistance to Western-based pedagogies due to disparities between the innovations and these local heritages. It reveals personal and professional values that teachers hold and how these values, while seemingly supporting creative ideologies, happen to prevent them from incorporating innovations in their practices. The book discusses how informal educational activities and services that a society possesses could impede pedagogical innovations. There is, therefore, a need for institutions and educators to develop a positive relationship between these phenomena and teaching innovations.