By Alex Moore
Educating and studying: Pedagogy, Curriculum and tradition presents an outline of the main matters and dominant theories of educating and studying as they influence upon the perform of school room lecturers. Punctuated through questions, issues for attention and concepts for additional interpreting and learn, the book's goal is to stimulate dialogue and research, to help figuring out of school room interactions and to give a contribution to better practice.Topics lined include:*an review of dominant theories of studying and teaching*the ways that public academic coverage impinges on neighborhood practice*an evaluation of other versions of 'good teaching', together with the improvement of whole-school policies*alternative versions of curriculum and pedagogy.
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Additional resources for Teaching and Learning: Pedagogy, Curriculum and Culture (Key Issues in Teaching and Learning)
G. financial) premisses, or if it merely confirms existing practice. g. g. developments in whole educational systems). Used in this way, the theory makes us think about educational practice and purposes, and invites us to challenge received educational wisdoms. It also, however, invites us to challenge the theory itself, as a way of developing our own theory and educational philosophy. Indeed, a refusal to do this contributes to much theory becoming ‘canonical’. The notion of development by stages, for example, or of there being an effective distinction between language and thought, or of there being a qualitative difference between child and adult thinking are all examples of theories that have achieved ‘commonsense’ status.
64). This ‘metacognitive’ aspect of learning, says Bruner, suggests the need for theories of development that are ‘intersubjective’ rather than ‘objectivist’. Objectivist theories mark out a separation between the (teacher) theorist and the (student) ‘subject’—as though the theorist is the ‘complete’, detached, all-knowing individual able to make some kind of ‘pure’, culture-free judgement about the subject, including judgements about their learning needs. Intersubjective theorists, by contrast, ‘apply the same theories to themselves as they do to their clients’ (1996, p.
With its emphasis on the relationships between student and student and between student and teacher, Vygotsky’s work has clearer implications for the actualities of classroom practice, as well as anticipating the value and importance of formative rather than summative assessment. • Bruner’s recent work builds on Vygotsky’s, to consider not just the social but the cultural contexts of learning and teaching, including the impact of social conditions on the ways in which learning takes place or fails to take place in schools.