Download Teaching and Learning: Pedagogy, Curriculum and Culture (Key by Alex Moore PDF

By Alex Moore

Educating and studying: Pedagogy, Curriculum and tradition presents an summary of the most important concerns and dominant theories of educating and studying as they impression upon the perform of lecture room lecturers. Punctuated via questions, issues for attention and concepts for additional interpreting and examine, the book's purpose is to stimulate dialogue and research, to help knowing of lecture room interactions and to give a contribution to more advantageous practice.Topics lined include:*an evaluation of dominant theories of studying and teaching*the ways that public academic coverage impinges on neighborhood practice*an evaluate of alternative versions of 'good teaching', together with the improvement of whole-school policies*alternative versions of curriculum and pedagogy.

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Extra resources for Teaching and Learning: Pedagogy, Curriculum and Culture (Key Issues in Teaching and Learning)

Sample text

It is this ‘school instruction’— a distinction that has clearly blurred somewhat since the time of Vygotsky’s original researches—that interests Vygotsky more and that leads him to conclude that ‘instruction in a given subject influences the development of the higher functions far beyond the confines of that particular subject’ (1962, p. 102). ) is that ‘the main psychic functions involved in studying various subjects are interdependent—their common bases are consciousness and deliberate mastery, the principal contributions of the school years’.

Of these key theorists, the following key points have been made: • Many aspects of Skinner’s theory have proved useful in the areas of pastoral work with school students and in some aspects of classroom management, in particular the rewarding of ‘good’ work and behaviour rather than the punishing of ‘poor’ work and behaviour. Skinner’s work is generally overly behaviourist, however, and therefore proves less useful pedagogically or in enabling us to understand the complexities of the learning process.

It is in the detail, however, that the difficulty occurs, and in particular: • • • in the cultural selections (Lawton 1975) that constitute the school curriculum; in the typically ‘hidden’ motives behind those selections; in the constraints and prompts given to pedagogy by that curriculum. ) Although the official purposes of education as outlined above do not necessarily dictate the shape and nature of the curriculum itself, or the way in which teachers configure their practice, it is nevertheless true that embedded and implied within these purposes are certain dominant notions as to how the purposes might best be achieved: that is to say, some of these purposes ‘suggest’ a certain kind of curriculum, which in turn encourages teachers into certain pedagogical styles rather than others.

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