watkins 99 pedagogy what mean

8/2/2019 Watkins 99 Pedagogy What Mean

1/20

Undert di_,

and i,s impc. 0


2/20

1

Pedagogy: What Do We Know?

Chris Watkins and Peter Mortimore

e a ae gg a be e e e ee eaggy a e e e ay e e.We e eea eae eaggy a gge ee ae ag e a a eae eg e ey eagga ay. We a ee a eag aaee e ee ake a e e eaggy We aee e e ee aae e e ae aay e b a yake aae e ab eaggy. g bk e ae a a age be e beae a y a e ee. We e ee a e be a a ebae ab ee aae eag a aey ay g eag eae a age.

EOY ONEE E

e e eaggy e e Eg g ab ea. Weee ae e e e ey ae e bee ze g a -ee a y eee ea . We egze a aae e egze a a e e ea eaggy be ee ee e a eae e be. e b

ae e e ay ee ea b e ay ee eae a e ay e be e.

eaggy ee Fe a a aaa e eek [nta,no by) + awa eae)] eay ea a a ag eg a a aea eag a by !. eag bee. ee e geeg aae ae eee ee e -a ea g a a aae e e ea e ea eag e e ae eage eag -eay e e bae e a aaggy a

ea e 8).e ay age e e eaggy e e

Eea e aa Fe ea a aeakgaae e a Egeakg e. ea Ee


3/20

UNDERSNDIG PEDGOGY

edgg ne e be nd ngde, nd n, neydeen de d n edggy e n. n Ztschrt ur Padaok Een n eengy ddeng e k, , ee, e e y d n ny ede d be en eng. Te bnde ed-ggy n nnd Ee, e, e dened ey bdy. need de ne edggy dne eend e nde-n e deeen e nd bdy ne, nd e-e, e nd ee, e e nn ee e ey nd e ndd edgg n nd , , . 8 . Een n Fne, ny g edggy ne 883, e de Isttut Natoal d Rchrch Pdaoqu debed e e be ngng nnn nd eee, 88 .

n e ne ee deene, ee e been n nege edgg de n Engnd n, 4, . 4 . ne e en nege n e k e dnn b nd e dn nen e n e n nee deeen. e n enn y be e e n nd be kng e ng ed

e denn edggy e eed e e. nee e ene eng Hee, e bey e yee n dy, ne denn deend n e ede

n b ene nd e nen eng. n -e, e d n ey e ene bed, dbe, n n eeen edgy, e n nd en y e ndeenden e eng de

e e n n ede e ndendng ybee e denn e d, ee, ndeeny edng e bee e ee dey e ene n de ee b-e, e d n ne e ke ezed

e ene e e edgg n 864 e ene, n e edggy (Oxord hortr Elsh Dctoar 3. e d enn n ene y nkng b edggy nee ene n : eeng edggy , n ggeed by e egnze neny nd e edby nd, ; nd, 3 .

n y e d n dene e e edggy n y ee ny e ee e nd y d be beedebed nde e e ed e dd e beee e

1 We welcome, however views of science embodying uncertainty, relativity complexity andchaos and recognizing the role of creativity and social construction n knowledge-creaion(Fleck 1935; Laor and Woolga 1986).


4/20

PEDAGOGY WHAT DO W KNOW?

u u u u u a ag bu w a ak a au. Tu ba w w w bg u agg a u av b - g a ag a.

EE TETUE ON EOY

agg av b v . wa a u gwg kwg a uau b b a a ga. w w bv a w wkw w a a a-qua a a a ga w b bg a bw .

ugg u a a, aug wu b ag ugg

a a a g wa ga u-ag.

T au w w w a b ga b aawkg a uv a avaab ug u a a kwg ba a ww aaba. gza kwg ba a va a a- a uaa ak. a a aak a k vw agg wa. w uu v a a.

hae 1 : A fou o dfferet type of teaher

Ea u ag a a u a . wa wa u wa a az -ations' of teachers u a av key concens of . ug wa a wa a a abu auaa a a w u gua uqu u aaz aa a bg

aua a a aug vga a a 'lassz-far w al. 99 O u v aag w w gav av aw 94 T uaza agg wa a-bu a a a a .

u a az agza a va a ug u- wa g a ba aag u u av a b aa b av abu wa ba aggu g b a g a u

a ga a u a aga a v w aa u aggu (xfrdShrr Elsh Dcary 99 az a -u u a u 90s a 970s


5/20

UNDERSTANDING PEDAGOGY

ee g ge gy g ee e ee 975 e e ee ee e e - e ee 97

e e y e egze g ee eggy by e e e ee e

e e e e e eee -e e ee be ye ge e Oe y ee ye ee e e 000 ee y98 e y g e beee ee eeg y g ee e be e eey e ee k) e . 9 -g e b e e e e y. ey ee e e eee.

e bee e ee e eggy eee e e ye e ee. y e eee bee gee ee ey ee ee-g e ee e eg -y e Ue g ke 98; 987 eee eee e UA b 98 gee y y be ee e be ee e eee e b ee e . A e eggy eee e eg ee e ee by e e.

hae 2: A focu on he conex of eachn

ee e e ee e e ebe e e eg e ee ee. eey 98 ee ee ebe e e e b . k gge e ee e ee e ey ye 977

ye e ee e e e e

Claroom are rowe an buy ae n whh grou of uen who varyn nere an able mu be organze an ree Moreover hee grouaemble reguarly for ong ero of me o aomlh a we varey of akMany even our muaneouy eaher mu rea ofen an mmeaelyt rumane an he oure of even frequenly nreable Teahngn uh eng requre a hghy eveoe ably o manage even

(Doyle 19 90 350)

e ee e e ge gz e ee k e e eggy Ae 99


6/20

DAOY WHA DO W KNOW? 5

iglghted ow teches ochestte compe ston, ovesee numeousevens n mnge muipe cives. his boe vew o pegogy enbese cssoom to be viewed s n civity sysem, whch teches need toestbls nd mnge. Deent poies o cssoom cvies cn be seen,n my ete to wh d peviousy been ce deent echng meth-

ods (o whc convncing cegoizion hs yet o be ceed) . Cssoomctvies e consuce om he key eements (shown in Figue 1 1 ) hemost impon eemen in detemining the coheence o n ctiviy s itsgos sccessu mnges o ctviies communice ce pogmme ocon o pticpnts (Doye, 1984)

Bophy, n epeenced nys o teces nd ecing, s suggesedh the knowedge bse o how teches pn nd mnge mutpe ening tsks nd compe civies is sti une constcion (Bophy, 1992)

ppes, om mny ccons, tt when epeenced teches pn hewok tey ocus on he ctivity nd the content the tn using tonlnd ne moe o begnnng wh gas, movng hough panned atinstowds niciped utmes. n e complety o ive cssoom, heiecion cn be moe one oatins eding decy o utmes beoe thegas ve been consdeed. In is wy e gos become symbos o, ndjsicons o, wht hs ey been chieved.

Teces dspy signicn deences in ow ey cope wh this compe envonmen. hey de n hei esponses o he smneous evens,

wth ei muiceed ne, n te need o immedite con.Epeienced teces monito nd nepe suc events n emnds ingete deti nd wh moe insigh nd undestnding hn do hei essepeenced coleges hey espond eotessy nd udy (Sbes et a.

mnt in tin tviti

pmg


7/20

6 DRAD DA

99 ) . peieced eces ndesndg o cssoom pocesses is moeconneced nd compe o empe ey do no sepe sses o clssoom mgeme om pegogy n e wy begnne eces o(Coped et a 994) . Teces wo cively ccep e compey o eclssoom ocese eves i ei clsses moe sccessly n ose wo

o o (Doye 977) . A eces oweve eed o be be o dle nceny i e cssoom seng (oen d Bcmnn 993) .

Recognio o e inence o e cssoom coe s eced ondesndng o clssoom cge. Aog clssooms e vey dynmicey cn lso be vey esis o cge Simple evenios sc s ddig specc ece sk l o cngg e coen o e ciclm oe sowie lsng impc I even emis n open qesion wee mo ie

veons sc s e inodcion o new ecnology wil signicnly cnge

cssoom pcce (Cb 993 ) .We ve so come o ndesd wo ddonl wys i wc coes nlece is esec io scoo dieeces nd e nlysis o owscool lenng dies om lening oe coes (Resnck 987 ) veed o ecogion e scoo cone c ience pedgogy (Tbeet al. 99 ) . We now desnd moe bo ow o emple esecody scool seing wi is gegded sbjeccened seconedclssooms s powel seemigy eng eec o e e os pegogy e geeo o dee mepos o scooig s gdens

in wic ciden gow coies i wc cide e mde nd ospils in wic cien e ced o ei ignoce lses e dieecocepons o scoog d ece e diee cones o enig cn be ceed

Secod ecogniio e coe o w s g neces how s g s led o gee ocs on eces kowedge o sbjecme. Sice oweve e sbecme o scoos w cge vos wyssc kowege ms be ymc n coneepenen e n sicAccoding o Clsen ( 9 9 ) , eces ol mipe epeseios o sb

ec coceps nd in e ecing seec ose bsed o ei esndig o e cone o iscon nd e po knowedge o w is likeyo be eecive o pc lees So eseces ino pedgogy no onlyedevo o nvesige ow eces ognze sbecme i e owmids b e lso ieesed n e eces biliy o desnd d ppye sbecme i diee wys ccodg o e coe o ei cssese seqece o essons nd ei kowledge o e leing gops d ndivids.

Tis pse o esec espie e ience o e mos ecen sdiess sl ocsed on limied view o pedgogy on ony one o is omsinscon Te ee nd e pocess o ening emin elveynemed.


8/20

PDAO: WHA DO W KOW? 7

Phas A fous on tachng and larnng

Ree deveopmes or dersdg o ogo d meogove eed e oepzo o pedgogy. I pr s rees orresed wreess o e eed o k o erers s ve osrors

o meg Brer 996 s deed dom modes o erers wve ed swy or mes d s speed o e mpos o eode or pedgogy. He ps orwrd wo modes w ree reereser o ogo

1 eeng hlren a hnker onrung a moel o he worl o hel hemonrue her own eerene The moel oner wha hlren hnkan how hey arrve a wha hey beleve Peagogy o hel he hl uneran beer more owerfully: h foere hrough uon an ollaboraon he roe of harng knowlege n an unhreaenng ommuny Truh

are he rou of evene argumen an onruon raher han ofauhory

2 eeng hlren a knowlegeable eng wheher hyohee an u n hefae of evene nerreaon an eng knowlege. Teahng hel hlrengra he non beween eronal knowege on he one e an obeve knowlege (wha aken o be known whn he ulure on he oherTh ereve hol ha here omehng eal abou alkng" oauhor now ea bu alve n her anen e - o long a he obeve ofhe enouner no worh bu oure an gong mea" on hough abou

he a (Bruner 1996, 6).e pos or pedgogy o ese wo modes re ey s eos rom smpy ryg o rsm ormo o grop o dvderers o e proess o bdg ommy o erers egged egeero d evo o kowedge d w e eer mkesexp er kowedge e sme e s poog ess o oer sores

e rs mode oed bove w dees dre s kers oseso srg kowedge w e dsorse o prr ommy. I kss o oer dersdg ogo what s ered rees srogy

o e so w s ered. Sos mg be sd o oprode kowedge rog vy' (Brow et al 989 p 32 s vew sed o ppro somemes ed ogve ppreesp' wkes debere se o e so oe w kowedge beoe e oo. sees erg s beg embedded e vy o prr evromes s rgme eges e de bsr or proedr kowedge be g or er ppo oer so.Ideed Co (997) rges ess erers re bdg p er dersdg o sos rog dersdg e vros bewee em

kowedge ered oe oe s key o pss o y oer.Oer sdes ve demosred eeve erers my be prove

er meogos er kg bo er kg d er owproess o erg ese eeve erers y ve more e der


9/20

8 DRAD DA

stnding o tei own ening tn otes nd my possess te biy tok emseves oug dicuies wic ise

Knowedge bou e pomoion o suc eecive ening s beendescbed in eton to ou temes ctve ening, coboive ening,

ene esponsibity, nd metening o enng bo ening (Wkinset a. 996) Not o is s new te ist ee o ese emes wee weepesented in ity ye od pbicion (Mie nd Wies, 949) . Howevee ou teme dds poentiy tnsomng eement to te conceptu-izion o pedgogy e inention woud be o eimine e ikeiood oeng om studen Its not t I ven ened muc, s jus tt Idont ey undesnd w Im dong (Rudduck et a 995) . An epicpedgogic ocus on te ening pocess dvnces e enes concepionso enng, mpoves w tey en nd nceses te keiood t ey

wi see temseves s ctve gens in ening, s indings ve demonstedom pescoo onwds (Pming, 990)

Phse Cuent views of pedgogy

At tis point in te deveopmen o te esec ietue on pedgogy, suiby compe mode is in sgt. On te one nd t oes n incesngynteged conceptuizon wic species eions beween its eementste ece, e cssoom o ote conte, conten, e vew o enng nd

enng bout ening Sc mode dws tenion o e cetion oening communies in wic knowedge s civey coconstuced, nd inwc e ocus o ening s sometimes ening ise. s mode o ped-gogy woud so be ncesngy deented by dets o cone, con-ten, ge nd stge o ene, puposes, nd so on.

Suc mode does no oe smpe pescpons o cion but it doespovide guideines o desed oucomes Re n sugges simpe inecus cin, wc is unkey o epn e inks beween tecng ndening, i ecognizes inuences e oen pt nd cn be ecpoc Deen vesions o pedgogy my be bes ndesood s dieen cus-es o eons between te eemens o te mode

Gven tt suc mode eecs mny e views o eseces nd cdemics, t is now mpotn o sk ow oe peopes knowedge o ped-gogy compes wi ts pictue In wt wys migt te pespecve oteces be simi to, nd deent om, is mode nd ow mig tis beepined

PRACIIONERS VIEWS OF PEDAGOGY

Wt s te view o e ece e eveydy pedgoge? McNm 9 9 )cs tis vew vencu pedgogy I woud be esonbe to epec ond some dieences om nd some smities o e om modes twe ve discussed, since eseces nd eces og seeng pedgogy


10/20

A: WHA W KW? 9

m dieent stndpints e bth inuened by the sme pubi mdes thinking but tehing nd ening.

ehes smetimes tk but tehe styles in muh the sme wy sesehes did n thei eveydy wk, mny tehes peeive thei styles vey pesnl. Withut n geed mewk in whih tehing n bedisussed, tehes my simpy desibe thei pph in tems ntst with the style whih they ttibute t thes. S the simpliied biplnepts suh s mlinml e likey t be und in thei nvestins. Jksn (977) hs desibed this s tehes thinking in tws, ndhs suggested tht the phenmenn eets tehes espnse t the mpe but gmented ntet in whih they wk (This etinly seems vlid bsevtin sins when sh st disusses ides hngewhen the speed eting litins nd ginst ppsl n bebethtking.)

When sked but the quities gd tehe, tehes hve used upt thity imptnt nd distint tegies Hweve, the eltive equeniesin thei hie is illuminting beginne tehes views seem t eet une-listi ptimism (Weinstein, 989), with high piity given t the tehe-pupil eltinship nd t pupil seesteem, in ntst t the views epeiened tehes whih e me ikely t emphsize gniztin ndetivity the thn pesnl qulities suh s ptiene et. Hee theepeiened tehes pespetive esntes with the tend nted in u e-

lie disussin the eseh itetue binging the ssm ntet ndits demnds int the pitueJhnstn ( 99 0) und tht when he inteviewed tehes but thei wk,

his espndents ited the llwing eements guping pupils physil ndsil imte lening entes nd tivities ssm mngement pupilevlut in tehe mle pupi hievement instutinl pties teheplnning nd the tehe/student etinship. his list nveys we tehesweness the mutidimensin ntue lssm lie.

Cnen but time is dminnt theme in tehes tk but mnge-

ment the lssm, even thse tehing peshl nd pimysses. he munt nd pe lessn ntent is the mst pevsive time-elted issue. Hee, gin, the inluene the ntet n be seen A m-mn espnse by tehes is t hestte situtin in whih teheedtivities py the dminnt e nd studentented tivities the min le(nge nd Appebee, 988) Cnen but time tnsltes t nenbut veing the uiulum, in whih tehes us n thei wn tehing tivity the thn n the lening tivity thei students.

Tehes neptins tehing hve me eenty been eliited.

Smuelwiz nd Bin (992) hve lted these neptins n n deedntinuum

. mpting inmtin2 Tnsmitting knwedge


11/20

0 UDRADI DA

Fiiing undesding Cnging sudens oepios5 Suppoing suden enig

Tese onepions epese dieen poies on ive dimensions e en-

ing ouome, e view o kowedge, e oe o sudens knowedge, edegee o eipoio, d e ono o oen Tee is simi oinuum o be oud in sudy o ees views o siee eig (Ro, 987 Hee, ppoes o pedgogy wee gouped wiin ee egoieso ees quisiio ees one udesndig ees donepu deveopme ees

Tees' oepions o eig e impo ous Tee is someevidee ey ee signiiy o e eing segies wi ee opees in e ssoom (Tigwe d Posse, 996 Tis eio

soud o be ken o gned, oweve, sine ee e mny osioswen um eoi does o m umn ion i piu oe

Epeieed ees view ei eduion pupose s inesig e qu-iy o sudes iking, engging em in e poesses o eing, dimpoving ei disposiio owds eing (Copend et a. 99 Sooswi ous pedominy on ening e moe suessu (Roseoz, 99 Ideed, is is oe o e essons om e se o se sudies ude-ke by e Nion Commission o Eduio (NCE, 996 s we som e ieue on soo eeiveness nd soo impovemen(Moimoe, 998

Te en quesion i n udesndig veu views o pedgogy migbe How do ees views o ening ee o ei views o eing?

I seekig o nswe su quesion, we no ke o gned w smen by eing viey o views eiss. Two dedes o sudies veosisey ideiied ive bod egoies o w peope geey ssumeening o me (Sj, 979 Mo et a. 99

A eig moe knowedge

B Memoiig d epoduingC Aquiig d ppying poeduesD. Mking sense o meningE Peso ge

Beoe ig e use o ese egoies ue, we need o eogize su eveydy oepions e ope o ii nysis i e ig o w is

kow in e om ieue bou enig Fo empe, disiniobewee knowedge nd meig my be i usoy Te enig o simpe u kowedge' equies enes ivey o osu menig, even wenose oud em my view su meigs s peey obvious Simi y ines wi, o e ge mjoiy, e upobemi (su s ening oed), iden wo epeiene diiuy iuse ening my equiesignii peso ge in ei view o emseves nd ei eios


12/20

DA: WAT D W KW? 1 1

w pes, sbigs o pees Aspecs o se, socil elos d pposel ece e eg d, d my eed o be gve eo oe bes esls

e disicos bewee ese ve dee vews o leig do osd p o cic scy, wod be ippope o dop e ide

ey dce dsc leig gos wc ec mc dsc pedgogiesTe commo de we c ec cs is by oe meod (syeg) d e pomoe desdig by oe meod s bee ceged Fcs co eis wo desdig so y pedgogy bsed oe picpe s elpl o le e bsics s my be wog I mybe bee o egd e cocepios o eig wc e is e ls smoe compee, d e e s moe compee Ts wy o cocepg c be pleled by so deyg moe compee o moe compee ppoces o pedgogy Icomplee meods o ecg my

somemes ceve e owe ode gos, b ey do so o e ssmpo e ige ode pocesses o mkg meg d dlg pesolcge e ielev Ts s se ssmpo o my occsios dc disdvge pcl gops o ees s oy se ssmpowe e ge ode pocesses ve edy bee esbsed w ees

o w o e eos bewee eces cocepos o ecig dei cocepos o eig Tgwel d Posse (1996) oe wo ieesg dgs Fs, ose eces wo sw sog coecio beweepedgogy d eig wee ose wo vewed ecg s my smi

g e sylbs d eg s ccmig kowledge ode o sisyexel demds Te dopo o smpe cocepos lowed g degeeo geeme Howeve, oe sese, e coeco s wek sce eces w ese vews d dsic dcy ocsig o eg Secod,ose eces wi moe sopsced cocepos sw ecig d eg s d ee excy ed pocesses og sc eces edmoe sopsced cocepos o eig, ey someimes doped oweevel ppoces o ecg wees e eces wi smpe coceposo eig ey doped ge leve ppoces

Bo ese dgs c be iepeed s eces smplyg e eosp bewee pedgogy d leg e s cse, my ecesdop oweode views o ecg i espose o, o empe, emi-o pesses d ogo coss Tey smpy e gols odeo cope wi e demds I e secod cse, eces simply pcce iode o cope w e compeiy o e clssoom Teces e we os edecy o smpco o, log some descbe ei de s sgppceed eods, ey ce e eveydy coss o e cssooms beig e esos o ei c coce o meods (Cd, 1987).

Someimes eces wil oe e oe sdes pee deciveecig og ee s e o o dec evidece o sc peeece(sso, 198) Ppils my deed ve e ow seges o smpygssoom demds d, especy, my wok o edce y mbgy


13/20

1 2 DRADIG PDAGOG

k w ey w be eed (Doye 98 Ree ee owee gge pp gee peeee e o e d obo-e wok w og e eqey ed oom ee moe kely o ed o eg (Hge 1997

o e ed o eo we e deed ome pobe eo

bewee e om d e e ew o pedgogy We e edmog we bee mog owd model w ppo e eoo o meg d edeo o ep lee le bo e-g we e o ee ee my dop mped model o p-e e e o oe o

DIFFRNT VIW DIFFRNT COMPXIT

Rod B (199 ggeed e eee kowedge be

pep me wde d deep o o o e oompoe w wde d me deep T omme elpdey key deee bewee dem odeg pedgogy d poe dog kewe. Te ome e o g moeew o o o oe mode I o e poe o-eed w e p ee o o e oe d dyym Te oo ompey w e eee m o ee epoy mode o dee e o e wo om-pey w e poe ee Te mpo o o my lo

de mpo wy w e eee eekg ogem demp we e poe ed w e eed o oem mmed-e o Tee po my be ed dgmmy in ge . .

T e eop bewee ee wo pe o de ege om om o kowedge bo pedgogy We egged wok ogeeey e o dg ey e me ey ee d pe m-ply do o d o e me og oog Reee y o e eoeo geee g o pobem o oo bk Tey oe mewok d model o e poe e ope o epg em e

g o e bode pe ey pode o me pobem eewe e pe d lege emee o eed e epeoePoe w lwy e oe o py e eeo d o

hgh compexy wti s

iua

ioso-erm iediae aio

1 2 Praoe ad reseaher kowledge

ig ople

iy aross s

iua

iosoger idire aio


14/20

DAY: WHA D W KW?

o mewoks nd models to speciic contets hey need to chengeeseches on the vlidity o thei models. Seen in this ight the eltionshipbetween eseches nd pctitiones should be poductive nd be to movebeyond some o the chetyp misundestndings, such s teches citicizing cdemics o not being pctic (o its invese teching me to suckeggs) nd cdemics becoming disppointed tht thei poposls wee eitheejected o vied beyond thei ecognition.

n ou epeience, teches welcome colbotion with people who wilwok s hd to undestnd cssoom events s the teches do to conductthem. his demnds ecognition tht teches possess impotnt epetisend tht poession lening is n dptive pocess his pocess is long-tem nd is citicly inuenced by contetul ctos in the school nd ocle At its best poessionl deveopment helps teches to undestnd theischoo nd to cont ibute to schoobsed imp ovement eots. n such unde -tkings the eseche cn hep the poession to enhnce thei own knowl-edgegenetion cpcities his stye o etionship hs sometimes beenchcteized s one o citic iend though this tem is not lwys ceyundestood some seem ony to ed the wod citicl while othes seemonly to compehend the wod iend.

Hving comped the om nd the vencu views o pedgogy nddiscussed the citei o poitble echnge, we tun to ecognize othepyes in the stoy

POCY AD PEDAGOGY

Recent decdes hve seen politicins nd policymkes develop n incesedinteest in the detis o pedgogy. his tend begn some thity yes gowith the publiction o the Powden Repot (Centl Advisoy Council, 96), nowdys egded s the epot which gve bith to the tditonpogessive distinction in poicy nd public debte Howeve cuent pe-ceptions tht omntic view o soci etions in smll goups inomedthe ecommendtions is not ccute Rthe the Repots suggested incese

in goup wok ws ctuly mesue designed to help teches tying toech l thei chiden

Sharng ou he eachers me s a major probem. Only seven or egh mnuesa day would be avalable for each chd f al eachng were ndvdual eachersherefore have o economse by eachng ogeher a sma group of chdren ahe same sage (paras 75 -5)

A polized view o teching styles cn stil be detected in policy debtes ndmedi epots but 986 House o Commons Select Committee noted

we hope he smpe argumen beween syles wheher forma or nformal ndvdual or cass eachng chldcenred or subjeccenred, can be lef behnd: nones suffcen by sef.

(House of Commons Scence and Ars Commee, 1986 p 11 5 )


15/20

URAIG AGGY

Sce 986, e udes o polcs ve cged. sg e eoc osece gdes d e cll o cesed cl ccoubly publcsevces, govemes ve pomoed ew oms o moog d cool.I e coe o educg levels o us B (Igle, 990, pp. 5

d 8), ddol e s bee dded o e occupol zds oecg e e o publc cesue d sme. So loug s ecely s99 Secey o Se coud se quesos bou ow o ec eo o goveme o deeme (Cke, 99) e Ses luece oclssoom pcce s bee pusued oug vey o oues. Woudec legslo, mpc o pedgogy s come oug goveme ge-ces, e om speco mewoks d modes o ece compeece.Tese ve bee suppoed by ess om modes o opoomg ougdec d decy buble med covege

Rece pocymkes ve ocused o cos wc, ey clm, ceveesus Polcymkes us eed o smpy pedgogy ey e o ke suc ole. I so dog ey ppe o ve eveed o eeeceuy modewc ceed o e objec esso se pece deemed o ve uveslppco Ts sce s ceed eesg se o eos beweeeces, cdemcs d pocymkes emselves (see Fgue .).

Te dymcs s gle e somemes ccezed by ccedsp, w ccepce o dee pespecves, ope commucod equl espec O oe occsos, pcoes eel eed s uc

oes d e sce o pocymkes owds eces s oe o ose wess. A e sme me, eseces ve bee ccused o cg lkecollusve loves owds e ecg oce.

Mses ve oy egged poeg pedgogcl dvce ecemes bu loc dvses, es d wes ve doe so o my yes.Te oes d cees elc d ecouge suc bevou. Howeve, e

hgh complextyw..suatonhort-term medate 'ion

hgh com,lfity acro tuatonIqng:term ndrect acton1,0

low compexty for al tuatonhortterm ndrect acton

Fig. Practioner, researche and polcy-maker knowledge


16/20

DAY: WHA D WE KW? 5

mpa o mpe ave o a ao oe holve e eoe powe eae o he hool a aoom yem

peciption which ae igniican e copex than the pevaing pacticehave deceaing eect ince the do not eed ino the continuing pactice othe context

peciption ae awa odiied and inepeted to it the oca conditionand cutue hu ananing oca eect Fo exape when we aked twentcence teache to exchange thei Schee o Wok' thei ajo eaiaion wathat the wee not a teaching the ae Nationa uicuu peciption oten negect teache oe a poeiona ae o eect andadapt ehod accoding to thei eading o the need intead the cat teache in the oe o unctionaie with conequent daage to poeona oae- the ipoition o pecipion on huan e ha oe pedica negative eect cauing teache to ecoe oe pecptive o contoing and

thi can ead o inceaing inequaitie in the te peoance;- peciption do not ca a eage o, o invitation to continued eaningn the utue

e pepo ae a mplao o pe ha hey geealyembody a paa mehaal vew o eag. They k he adopo o apaa vew a ok pedagogy whh Be (996) ee a pobaby he mo ommo pae oay. Th he vew ha he eaoly om da epoe I opoae he bele ha pp hol bepeee wh a pple a le o ao. Thee ae o be leae

emembee a he apped. Pp ae ame o o kow abohe op kowg a be oveye by elg a he eae m pave

t pincipa appea that t pupot to oe a cea peciication o ut whait i that i to e eaned and equa quetionae that t ugge tandado aeing aheveent Moe han an ohe ok theo t ha pawnedoective teting in it iad guie une 199 p 55

I ema o be ee wha ogem ee h a pedagoga appoah

wl have

CONCDIN COMMENTS

I h opeg hape we have de ome o he geeal e whhee o e oepo o pedagogy. We have oed how pedagogy ha bee deood a dee peod o hoy eagly om-pe way. We have eogze ha epe eahe pay g ea ompey he halg o aoom poee ahogh we have alo aw ae

o o he edey o mply appoahe o eahg epoe o heoa a demad o he ao

We hope ha eae wll be eee o olow hee ad ohe eoh e hape o h vome ad ha he mpoae o ompey


17/20

6 DRTAD DA

nd cone w be kep n mnd. We beeve ey e necey ndoeo ovempe oodoe.

Le connue o cnge n ncengy pce. Te gob knowedge be gowng eponeny nd e oc bc o ou ocee beng eed by e mve epnon o communcon. Pedgogy mu

cnge o keep up w ee deveopmen. I mu eek o engge oewo woud oewe be ecuded. I mu o uppo ene o gen-ee knowedge nd o en w o do wen ced w unceny.

Te nue o wok o cngng. Tee e now ewe o e mnund unked job wc d pevouy been ken by mny me.Indvdu n empoymen need o poe e k o wok we w o-e nd o go on enng, we vng g eve o ecy nd numecy. An nceng popoon o empoyee w need o be ked n e ueo nomon ecnoogy. Snce munon compne cn ey oce

n e wee ked wok oce e vbe moe cepy, p o eepone n pondu e o move om gvoume o gvue poducon, nd o deveop e eque k. Educo, ju eyd o epond o e demnd o ndu evouon, e now bengequed o epond o e mpcon o moden e Te enngcuve ncengy steep oc, ecnoogc, economc, envonmennd poc cnge e undewy (Wkn, 99 7) .

Agumen e equeny mde educon ndd n counye peceved o be ow, ndue my move eewee u cung de

men eec on e couny economy In e ce non ee cu-eny muc poc peue on educon yem o e cdemcndd mnnng empoymen eque g educon ndd,en govenmen w y o enue oe ndd e ned ndubequeny mnned. Inenon egue be o educon peo-mnce mke evey ey o cude compon o be mde epec yby oe unwe o e meodoogc dcue (Bcey, 1998).

In e ndcpe o uue enng, we beeve om ognzono enng uc coo w ncengy be een bu one eemen.

Suc bode my be ced on o juy e pec poon, wc my ben dvnce on em beng eed cpego o vou n un. Tgee epecon my be me e mjo conbuon o coo oenncng quy nd no ju quny. In uc movng ceno,coo nd coege need o ep czen en bou e enng n cone o e ve o o ennce e o eeccy.

Fo o ppen, coo nd coege ve o uncon moe ke en-ng ognzon n ke enng coe Inomon nd communc-on ecnoogy w need o py p n cceng nomon,

pomong dogue nd ceng new commune o coconucngknowedge. Tece w be epeced o poe u epeoe o ped-gogc opon n ode o cee gcevng envonmen o e m-mum numbe o dvee ene. Ony n uc on w ou denon


18/20

DA: WHA D W KW? 7

of pedgogy ny conscious cviy by one person designed o enhncelerning in noher remin suibly vibrn nd become suibly disribued for posindusril cone.

Te ollowing chpers will eplore more deiled level number ofissues o do wih e pedgogy currenly employed in differen phses of edu-

cion Our focus on pedgogy in differen educionl seings wh i hsbeen s nd migh be is surey long overdue.

REFERENCES

Aderson, H.H. ad Brewer, ].. (96 Studies of Teachers' Classroom Personalities- 2: Effects of Teachers' Dominative and ntegrative Contacts on Children'sClassroom Behavior Saford CA Saford Uversy Press.

Areds, R.. (99 Learning to Teach New York: McGrawHl.

Barker Lun, J. (98, Juor school eachers: her mehods ad pracces,Educational Research 26(3 : 7888.Barth, R. (997 Preseato at auch of he Lodo Leadershp Cenre, Instue

of Educaton, 30 January 997.Bennett, N (976 Teaching Styles and Pupil Progress Lodon: Ope Books.Bene, N ad Jordan, ]. (975 A ypology of eachng syes n prmary schoos,

British Journal of Educational Psychology 5: 20-28.Bes, F (988 The meamorphoses of he erm pedagogy', Prospects XVIII(2:

5766.Bracey, G. (996 TMSS: The Message ad he Myhs, Principal 77(3: 8-22.

Brophy, ]. (ed. (992 Advances in Research on Teaching - Vol. 3: Planning andManaging Learning Tasks and Activities Lodon: JA Press.Brow, ]., Colns. A. and Dugud, P. ( 989 Suaed cogon ad he cuure of

earng, Educational Researcher 8 ( : 3242.Bruner, ].S. (996 Folk pedagogy, The Culture of Education Cambrdge MA:

Harvard Universy Press.Carlse, (99 Suecmaer knowledge and scece eachng: a pragmac per

specve n Brophy, ]. (ed. Advances in Research on Teaching - Vol Teachers'Knowledge of Subect Matter as it Relates to Their Teaching Practice Lodo: JAPress.

Ceral Advsory Coucl (The Plowden Repor (967 Children and their PrimarySchools London: HMSOChadra, P. ( 987 How do eachers vew her eachng and use of eachng

resources?, British Journal of Educational Technology 8(2 02 .Clarke, K ( 9 9 Letter to schools regarding the enquiry o n primary teaching

Londo: DFE.Copelad, W.D., Brmngham, c., Demeule, L., Demdocaston, M. ad Naa, D.

(99 Makg meag classrooms: a nvesgao of cogve processes asprng eachers, expereced eachers, ad her peers, American EducationalResearch Journal 3( : 6696.

Cox, B.D. (997 The redscovery of he acve earner adapve cotexs: a developmenahsorcal analyss of ransfer of rang, Educational Psychologist32( 55.

Cuba . 98 How Teachers Taught Constancy and Change in Ameian


19/20

I g UNDRSTANDING DAGG

Cssrooms 1890-1980 New Yok Lomub L 199 ompues mee lssoom - lssoom wis Thrs Co

Rord 92 18-2Doyle W 1977 Lei he lssoom eviome eooil lysis journ

of Thr Edution 286 -.

Doyle W 1 9 8 Ademi wok Rviw of Edution Rsrh 2 19-199Doyle W 198 How ode is hieved i lssooms ieim epo journ ofCurriuum Studis 16 29-77.

Doyle W 199 lssoom kowlede s oudio o ehi ThrsCo Rord 91 76

lek L 9 Th Soi Constrution of Sintifi Thouht hio Uivesiyo hio Pess

lode R d uhm M 199 ewee ouies d hy - pepiehes o ueiy, Oxford Rviw of Edution 9 7-82

Glo M 987 he d oiuiy i he p imyshool - he eseh evi

dee, Oxford Rviw of Edution 8-9.House o ommos Siee d As ommiee 1986 Ahivmnt in PrimryShoos Lodo HMSO

Huhes M. 1997 Lssons r For Lrnin Sod Newok Eduiol Pessleh R 199 Cutur Shift in Advnd Industri Soity Pieo NJ

Pieo Uivesiy PessJkso PW 977 The wy ehes hik i Glidewell J (ed Th Soi Contxt

of Lrnin nd Dvopmnt New Yok Gde PessJohso J.M 199 Wht Ar Thrs' Prptions of Thin in Dirnt

Cssroom Contxts? ppe ive o Au Meei o he Amei Eduio

Reseh Assoiio oso MAKowles MS 198 Th Modrn Prti of Adut Edution From Pdoy to

Andro Wilo N Assoiio Pess.Koui JS 1977 Disipin nd Group Mnmnt in Cssrooms Huio

NY KieeLe, JA. d Applebee AN 1 9 88 Spkin of Knowin: Conptions of

Lrnin in Admi Subts Admi Lrnin in Hih Shoo SubtsWshio D Oie o Eduio Reseh d Impoveme

Lsso S 1 9 8 Pdoxes i ehi Instrution Sin 12 -6.Lou d Woo S. 1986 Lbortory Lif Th Soi Constrution of

Sintifi Fts Pieo NJ Pieo Uvesy Pess.Lewi K, Lippi R d Whie R 99 Pes o essive behvio i expe

imelly eed soil limes journ of Soi Psyhooy 1 271-299Mld, M 99 Th Crft of th Cssroom Oxod, Heiem EduiolMo E d ooh, S 1997 Lrnin nd Awrnss Mhwh NJ Lwee

ElbumMo E Dll'Alb G d ey, E. 199 oepios o ei Intrntion

journ of Edution Rsrh 19 277-MDold JP 1992 Thin mkin sns of n unrtin rft New Yok

ehes ollee Pess

MNm D 1 9 9 1 Veul pedoy British journ of Edution Studis9 297-1

Miel A d Wiles K 99 Towrd Bttr Thin Wshio D Assoiioo Supevisio d uiulum Developme o he Niol Eduio


20/20

A: WHA W KW 9

Ass.Me, ( 18 he Road to mprovement: Reectons on School Effectveness,

Lsse Swes & Zee.l ss E (16 Success Aganst the Odds: Effectve

Schools n Dsadvantaged Areas, Rlee.

Oxford Shorter Englsh Dctonary ( 1 Oxf le ess., I. ( 10 Learnng to Learn: A Study of Swedsh Preschool Chldren, ewYk SeVel.

Resk, L.. ( 187 Le shl , Educatonal Researcher, 16( :10

Rsehlz, S.. ( 1 1 eachers Workplace: he Socal Organzaton of Schools,ew Yk Tehes lee ess

Rh, K ( 187 Helpng scence teachers change: the crtcal role of teachers knowledge about scence and scence learnng, e e Al ee f AERA,Wsh D.

Rk, ., Hs, S. Wle, . ( 15 Is h I he' le hI's s h I ' es wh I' e seyshl ses, Research Papers n Educaton, 10(2: 25271

Rys, D.. ( 168 Characterstcs of eachers: her Descrpton Comparson andApproval; A Research Study, Wsh D Ae E.

Ses, D.S., sh, K.S. ele, D. ( 1 1 Dffeees ehes sk hese y sley, esly ey AmercanEducatonal Research Journal, 28(1 : 688

Sj, R. ( 17 Learnng n the Learners Perspectve - Some Common SensePerceptons, esy f e.

Selwz, K. , J.D. (12 es f eh hel y eehes, Hgher Educaton, 2(1 11 1 S, . ( 1 Se les f ey ese , he State and Educatonal

Change: Essays n the Hstory of Educaton and Pedagogy, L Lwee &Wsh.

Sh, . effey, W. ( 168 he Completes of the Urban Classroom, ewYk Hl Reh & Ws

Te, .E., MLh, MW. Rw, . ( 1 es ex effes sey sh eh, eachers College Record, 5(1: 568

Twel, K. sse, M. ( 16 h hes eh ell

esee, Studes n Hgher Educaton, 21 ( : 2758Wks, . ( 17 Schools of the Future and How to Get here From Here ese Hse Sh feee, Seee.

Wks, c el, E., e, . Whley, . ( 16 Effectve Learnng, se f E Sh ee ewk Reseh Messees w fee f h//.e..kseeseh.f

Wese, .S. ( 18 Tehe e ses ees f eh,Journal of eacher Educaton, 0(2: 560

watkins 99 pedagogy what mean

Documents