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Book part
Publication date: 1 December 2014

Lily Orland-Barak and Cheryl J. Craig

This chapter introduces the theory–practice divide through surveying highly diverse sources of literature that document its existence and call for ways in which it can be…

Abstract

This chapter introduces the theory–practice divide through surveying highly diverse sources of literature that document its existence and call for ways in which it can be overcome. After that, gaps between theory and practice as they appear in the field of education are foregrounded and presented as a challenge, particularly in the Western teacher education enterprise. The authors contend that the gap between theory and practice can be addressed nationally and internationally through focusing on pedagogies that are locally deliberated and enacted. Such pedagogies would be specifically named by teacher educators; the origins (cultural/practical/theoretical/policy roots) of the pedagogies would be traced; and live, evidence-based exemplars of the pedagogies unfurling in their home settings would be presented from an insider point of view. Through this approach, promising pedagogies with potential portability to other national and international contexts would be made known. In this manner, a dialectical relationship between theory and practice – where each speaks productively to the other – would be established. This relationship, the authors reinforce, would need to be continually negotiated when the enactment of the promising pedagogies is attempted in different settings and/or at different junctures of time.

Details

International Teacher Education: Promising Pedagogies (Part A)
Type: Book
ISBN: 978-1-78441-136-7

Keywords

Article
Publication date: 28 September 2010

Andrew Armitage

The purpose of this paper is to propose an approach for the teaching and delivery of HRD practices, professional skills and theory that challenges the modernist orthodoxy of

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Abstract

Purpose

The purpose of this paper is to propose an approach for the teaching and delivery of HRD practices, professional skills and theory that challenges the modernist orthodoxy of contemporary organisational life and the requirements of professional bodies.

Design/methodology/approach

First, the territory of a critical HRD pedagogy is defined within practices that respect human freedom and individual dignity as opposed to instrumentalism and target setting. Second, it will advocate an approach for a HRD pedagogy that has its roots within the lost paradigm of sentimentalism that emphasises the belief in the goodness of humanity informing the romantic notions of human imagination, creativity and respect for the individual that is realised through the dialogical process.

Findings

The findings, evinced by vignettes, advocate a critical HRD pedagogy and the development of professional skills that base their values and ethics within emancipatory practices if organisations are to create and support sustainable learning environments rather than those located within the conventional wisdom of modernist orthodoxy.

Practical applications

This paper calls for a critical HRD pedagogy and learning environments where individuals are engaged in the transformation of their socio‐historical‐political worlds and advocates dialogue is central to classroom practice if it is to realise the potential and creative impulses of individuals.

Originality/value

This paper contributes to the critical HRD discourse in the development of knowledge, skills, values and professional practice by addressing the constraints of classroom practice in its response to the demands and tensions of professional bodies. It explicitly develops a critical HRD pedagogy that has implications for the assessment of HRD programmes and of their resourcing.

Details

Journal of European Industrial Training, vol. 34 no. 8/9
Type: Research Article
ISSN: 0309-0590

Keywords

Article
Publication date: 1 November 2007

Omiunota Nelly Ukpokodu

Using a qualitative research design, this study examined the impact of a course that utilized transformative pedagogy to foster preservice teachers’ transformative learning in a…

Abstract

Using a qualitative research design, this study examined the impact of a course that utilized transformative pedagogy to foster preservice teachers’ transformative learning in a social studies methods course. The study was framed around the construct and practice of transformative education and pedagogy. Transformative pedagogy was defined as an activist pedagogy that combines the elements of constructivist, critical pedagogy, multiculturalism and practices that promote dialogical relations, engage and empower students as critical inquirers, participatory, active, and self-reflective learners who confront their prior beliefs, perspectives, frames of reference and attitudes in order to foster the development of critical consciousness, visions of possibilities, and action. Drawing on multiple sources, the data revealed that participants evidenced transformative learning such as follows: (a) deepened perspectives and new understanding of social studies; (b) shifting dispositions and awareness of a new sense of responsibility; (c) evolving self-examination and redefinition of teaching role, and (d) emerging sense of social critique and conscientization. Finally, the article discusses practices of key elements of transformative pedagogy that foster transformative learning such as a community-based learning context, experiential learning activities and project, reflective journaling, modeling, and scaffolding.

Details

Social Studies Research and Practice, vol. 2 no. 3
Type: Research Article
ISSN: 1933-5415

Article
Publication date: 19 November 2018

Nicole A. Cooke

This paper aims to suggest that classroom instructors should reflect and revise their pedagogy to lead a classroom designed to produce future information professionals who will be…

Abstract

Purpose

This paper aims to suggest that classroom instructors should reflect and revise their pedagogy to lead a classroom designed to produce future information professionals who will be prepared to serve their communities in a radical way.

Design/methodology/approach

The paper reviews the literature related to radical and humanizing pedagogies and then features an auto ethnographic case study which details how the author implemented some of the strategies.

Findings

Formal study of pedagogy can improve the library and information science (LIS) teaching and learning process.

Practical implications

Examining pedagogy in a formal way yields concrete suggestions for improving classroom management and content delivery.

Social implications

Using a radical pedagogy can improve relationships between teachers and learners, and learners will be able to model the classroom strategies in their own professional practice.

Originality/value

The study builds upon current examples of radical practice in the field and examines how such practices can be instilled even earlier in LIS graduate classrooms.

Details

Information and Learning Sciences, vol. 120 no. 1/2
Type: Research Article
ISSN: 2398-5348

Keywords

Abstract

Details

Constructing Forest Learning
Type: Book
ISBN: 978-1-80262-458-8

Article
Publication date: 23 January 2023

Cameron McEwan

The aim of this article is to develop an architectural pedagogy for the Anthropocene. The author reflect on a project within a postgraduate architectural theory module to address…

Abstract

Purpose

The aim of this article is to develop an architectural pedagogy for the Anthropocene. The author reflect on a project within a postgraduate architectural theory module to address the following questions: How can architectural pedagogy articulate critical modes of production that contribute to quality education in the time of the Anthropocene? What are the ideas, values and practices needed?

Design/methodology/approach

The method employed is close reading of texts focussed on three areas: critical theory and pedagogy, political theory and the Anthropocene, and architectural theory and typological urbanism. These theoretical narratives are placed in dialogue with a reflection on a design research pedagogical project. The theoretical narratives and design research project seek to articulate the multidimensionality of critical education. The methodology enacted in the paper performs the pedagogy of the classroom.

Findings

The study yields compelling conclusions regarding the potential for rethinking the idea of typology under the pressure of the Anthropocene and of critical pedagogy combined with design research to take positions on urgent political and social matters. The author concludes with a toolkit of concepts, values and knowledge practices.

Originality/value

At a time when disciplines tend towards discrete specialisation, while the need for knowledge production is ever more transdisciplinary, this paper develops inventive techniques and conceptual frameworks for supporting approaches where different fields and ideas make contact as a collective task in the era of the Anthropocene. It updates theories of typology to address contemporary pressures.

Details

Archnet-IJAR: International Journal of Architectural Research, vol. 17 no. 3
Type: Research Article
ISSN: 2631-6862

Keywords

Book part
Publication date: 25 July 2014

Nicola Carr and Kym Fraser

International figures on university expenditure on the development of next generation learning spaces (NGLS) are not readily available but anecdote suggests that simply…

Abstract

International figures on university expenditure on the development of next generation learning spaces (NGLS) are not readily available but anecdote suggests that simply retrofitting an existing classroom as an NGLS conservatively costs $AUD200,000, while developing new buildings often cost in the region of 100 million dollars and over the last five years, many universities in Australia, Europe and North America have developed new buildings. Despite this considerable investment, it appears that the full potential of these spaces is not being realised.

While researchers argue that a more student centred learning approach to teaching has inspired the design of next generation learning spaces (Tom, Voss, & Scheetz, 2008) and that changed spaces change practice (Joint Information Systems Committee, 2009) when ‘confronted’ with a next generation learning spaces for the first time, anecdotes suggest that many academics resort to teaching as they have always taught and as they were taught. This chapter highlights factors that influence teaching practices, showing that they are to be found in the external, organisational and personal domains.

We argue that in order to fully realise significant improvements in student outcomes through the sector’s investment in next generation learning spaces, universities need to provide holistic and systematic support across three domains – the external, the organisational and the personal domains, by changing policies, systems, procedures and localised practices to better facilitate changes in teaching practices that maximise the potential of next generation learning spaces.

Details

The Future of Learning and Teaching in Next Generation Learning Spaces
Type: Book
ISBN: 978-1-78350-986-7

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Book part
Publication date: 1 December 2014

Khalil Gholami and Mahmoud Mehrmohammadi

Teacher researcher pedagogy (TRP) is a national-based pedagogy in Iran. This pedagogy has been introduced and adopted to Iran’s teacher education system from 1996. In line with…

Abstract

Teacher researcher pedagogy (TRP) is a national-based pedagogy in Iran. This pedagogy has been introduced and adopted to Iran’s teacher education system from 1996. In line with this pedagogy, we studied the narratives of the teachers who were already involved in TRP to understand how it helped them reconstruct their professional identity. We found this pedagogy helped teachers improve their professional consciousness. The teachers with good manners and methods could take obviously significant advantage of TRP and involve in reflective practical research. As a consequence, an epistemological shift happened in the professional life of such caring teachers where they no longer only use the knowledge of a third-party person. Such conditions recovered teachers’ professional identity and put them in power position.

Details

International Teacher Education: Promising Pedagogies (Part A)
Type: Book
ISBN: 978-1-78441-136-7

Keywords

Book part
Publication date: 22 August 2015

Debbie Pushor

In this chapter, I take up Smith’s (2012) conceptualization of pedagogy as “the thinking and practice of those educators who look to accompany learners; care for and about them;…

Abstract

In this chapter, I take up Smith’s (2012) conceptualization of pedagogy as “the thinking and practice of those educators who look to accompany learners; care for and about them; and bring learning to life” (np). I first make visible my thinking about parents and families which underlies my pedagogy. Here, I use Green and Christian’s (1998) notion of “accompanying” and Noddings’ (2002) notion of “caring about” to elaborate on my metaphorical understanding of the position of educators as one of walking alongside parents and family members in the education and schooling of their children. I then reflectively turn to my practice with undergraduate teacher education students to discuss what I do, in my own walking alongside, to live out a “curriculum of parents” (Pushor, 2011, 2013) with students. I use my course, Teaching and Learning in Community Education, to provide a live example of my pedagogy in practice and, finally, I reflect on my experiences within this pedagogy of working with parents and family to pull forward considerations that I feel are worthy of “deeper noticing” (Bateson, 1995).

Details

International Teacher Education: Promising Pedagogies (Part B)
Type: Book
ISBN: 978-1-78441-669-0

Keywords

Abstract

Details

Constructing Forest Learning
Type: Book
ISBN: 978-1-80262-458-8

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