This book foregrounds pedagogy in a way that challenges readers to
reflect on themselves as teachers and learners, and to be reflexive
about their own practices and contexts. Learning involves a
transformation of identity which occurs through negotiation and
repositioning, through new ways of relating, and through different
ways of participating in practices. This book examines the meaning
and implications for pedagogy in educational and workplace
settings, and the role of the teacher in this sociocultural view of
learning. By illustrating the mediated nature of agency and
identity, the chapters (re)conceptualise the teacher and the
learner and show different ways of supporting learning and being a
teacher.
The settings represented range from nursery to university and
from out-of-school to insitutionally-based and work place
situations. Curricular aspects represented include popular culture,
critical literacy, multimodality, the arts, and new technologies.
Teachers and student teachers, as learners, are also represented in
the accounts assembled.
The book takes a sociocultural view of learning and considers
the pedagogical implications of this view. It explores different
meanings of pedagogy and considers notions of cultural bridging and
the processess of transforming identities.
The contributions challenge ways of thinking about practice,
both teaching and assessment, and argue for practices that bridge
between learners' worlds, their communities and educational
institutions.
Drawing on the international literature, this book will be
essential reading for students of curriculum learning and
assessment in all sectors from pre-primary to further and higher
education. It is suitable as a core text for masters and taught
doctorate programmes. It will also be of interest to a wide range
of professionals involved with curriculum, learning and the
practice of teaching and assessment.
This book is relevant to those in work-based and professional
education and training, and in informal educational settings, as
well as traditional educational institutions at all levels. A
unique collection in a field that is underrepresented, it will also
be of interest to an academic audience.
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