msc learning and teaching (part-time) what are trainee teacher’s views of excellence in learning...
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MSc Learning and Teaching (part-time)
What are trainee teacher’s views of excellence in learning and teaching?
Part 2 Assignment: Learners, Learning and Teaching
Nick HealLord Williams’s School
S1: We are independent, we kinda look out for ourselves… we don’t really do much together... in our society it’s every man for himself, so when we go to school, you study for what you want to be, you come to school to do what you want to do and you just kind of like ignore everyone else and focus on your studies.’
What really matters is how we’re doing compared with our international competitors. That is what will define our economic growth and our country’s future. The truth is, at the moment we are standing still while others race past. White Paper 2010
“And, you know, there's no such thing
as society.”
Neo-liberalism
Education Reform Act 1988
The Banking Concept of Education(Freire 1970)
Cultural Literacy and Core Knowledge put forward by E.
D. Hirsch (1987).
The ‘post-performative’ teacher - value replaces values
The post-performative trainee teacher lacks a critical concern for the political and democratic purpose of their practice, embracing ‘the accountability culture of teaching,’ not ‘from a sense of democratic duty as public servants’ but ‘simply because it is effective’
Wilkins 2011 p405
1
Steiner’s ‘brutal paradox’ (1971)
Out of all the officers with responsibility for running the concentrations camps ‘22.3 per cent were graduates and 18.9 per cent held PHDs, at a time when only 2-3 per cent of the German population had completed a university education’ (Lauder et al 2009 p24).
2
Powerful Knowledge(Young 2008)
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Q. What counts as an educated person in this day and age?
In School A, three participants discussed the capacities to;
• Be a lifetime learner and engage with current affairs.• Not be trick or taken advantage of. • Look further than the boundaries of their knowledge.
And in School B, four participants discussed the capacity to;
• Know right from wrong. • Know how to learn, rather than substantive knowledge. • To critically discuss current affairs and global issues (two
participants).
Radical Pedagogy Research Group
Nick Heal
Lord Williams’s School [email protected]
[email protected] 982981
Radical Pedagogy Research Group
Nick Heal
Lord Williams’s School [email protected]
[email protected] 982981
Radical Pedagogy Research Group
Nick Heal
Lord Williams’s School [email protected]
[email protected] 982981
Radical Pedagogy Research Group
Nick Heal
Lord Williams’s School [email protected]
[email protected] 982981
Radical Pedagogy Research Group
Nick Heal
Lord Williams’s School [email protected]
[email protected] 982981
Radical Pedagogy Research Group
Nick Heal
Lord Williams’s School [email protected]
[email protected] 982981
Radical Pedagogy Research Group
Nick Heal
Lord Williams’s School [email protected]
[email protected] 982981
Radical Pedagogy Research Group
Nick Heal
Lord Williams’s School [email protected]
[email protected] 982981
Radical Pedagogy Research Group
Nick Heal
Lord Williams’s School [email protected]
[email protected] 982981
Radical Pedagogy Research Group
Nick Heal
Lord Williams’s School [email protected]
[email protected] 982981