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What is meant by pedagogy?
How does our conception of pedagogy inform good teaching and
learning?
Pedagogy is a complex concept of which student and practising
teachers need to have an understanding, yet there remain many
ambiguities about what the term means, and how it informs learning
in the classroom. "Understanding Pedagogy "examines pedagogy in a
holistic way, supporting a more critical and reflective
understanding of teaching and learning. It considers pedagogy as a
concept that covers not just teaching approaches and pupil-teacher
relationships but one which also embraces and informs educational
theory, personal learning styles, assessment, and relationships
inside and outside the classroom.
A detailed consideration of what it means to be a professional
in the contemporary climate, "Understanding Pedagogy "challenges
student and practising teachers to reappraise their understanding
and practice through effectively linking theory and practice. Key
issues explored include the importance of understanding a learning
styles profile, the application of cognitive neuroscience to
teaching, personalised learning, assessment and feedback, and what
we mean by critical reflection. Using the Personal Learning Styles
Pedagogy, the authors make explicit the integration of theory and
practice and the many decisions and selections that teachers make,
their implications for what is being taught and learnt, how
learners are positioned in the pedagogical process, and ultimately,
how learning can be improved."
Understanding Pedagogy "will be essential reading for student
and practising teachers, as well those on Education Studies courses
and undertaking masters level courses, involved in the endeavour of
understanding what constitutes effective teaching and
learning."
This book highlights important discussions occurring within the
styles field that have direct relevance for the development of
effective twenty-first century learning environments. Styles
research in this context is used as an umbrella term to encompass
cognitive styles, learning styles, and approaches to learning, as
well as student and teacher beliefs and conceptions of learning and
teaching. Styles have the capacity to influence instruction in the
ways that an educator chooses to design and deliver the curriculum.
However, the potential of styles to inform teaching and learning,
and vice-versa remains under-explored. Furthermore, the frequent
misuse and misinterpretation of styles has led to over simplistic
assumptions and practices including the labelling of learners as
one style or another and the focus on matching mode of instruction
to style of learner. A fundamental challenge, therefore, remains
the dissemination of clear guidance on the effective ways of using
styles research in practice; this is the core aim of the Education,
Learning, Styles, Individual differences Network, whose members
have contributed chapters to this book. The volume provides a major
contribution to the knowledge base on enhancing the application of
styles research to practice within both educational and workplace
settings and is of considerable value to those involved in the
design and delivery of effective learning environments within
higher education. Relationships between styles variables and other
individual learning differences are considered across a range of
subject domains (medicine, science, teacher education) and cultural
contexts. The key themes discussed include the potential of
constructivist environments to effect change in learning
behaviours; the notion of deep approaches to learning;
relationships between approaches to learning and self-regulated
learning; the varied learning and teaching responses of
students/teachers to specific constructivist interventions
including the identification of specific patterns of responses that
are characteristic of highlighted groups; relationships between
conceptions and approaches to learning and teaching This book was
originally published as a special issue of Research Papers in
Education.
What is meant by pedagogy?
How does our conception of pedagogy inform good teaching and
learning?
Pedagogy is a complex concept of which student and practising
teachers need to have an understanding, yet there remain many
ambiguities about what the term means, and how it informs learning
in the classroom. "Understanding Pedagogy "examines pedagogy in a
holistic way, supporting a more critical and reflective
understanding of teaching and learning. It considers pedagogy as a
concept that covers not just teaching approaches and pupil-teacher
relationships but one which also embraces and informs educational
theory, personal learning styles, assessment, and relationships
inside and outside the classroom.
A detailed consideration of what it means to be a professional
in the contemporary climate, "Understanding Pedagogy "challenges
student and practising teachers to reappraise their understanding
and practice through effectively linking theory and practice. Key
issues explored include the importance of understanding a learning
styles profile, the application of cognitive neuroscience to
teaching, personalised learning, assessment and feedback, and what
we mean by critical reflection. Using the Personal Learning Styles
Pedagogy, the authors make explicit the integration of theory and
practice and the many decisions and selections that teachers make,
their implications for what is being taught and learnt, how
learners are positioned in the pedagogical process, and ultimately,
how learning can be improved."
Understanding Pedagogy "will be essential reading for student
and practising teachers, as well those on Education Studies courses
and undertaking masters level courses, involved in the endeavour of
understanding what constitutes effective teaching and
learning."
The mystical shores of coastal British Columbia hold boundless
inspiration and an enigmatic spiritual presence for many who live
along its various coves and inlets. For almost three decades, Carol
Evans has been practicing and refining her art, creating stunning
portrayals of the beautiful and rugged shores of Vancouver Island
and the coastal mainland. Her intensity of colour and attention to
the subtleties of light are trademarks of her increasingly popular
watercolour paintings.
"The Shores We Call Home" contains over eighty of Evans' works,
collected here in gorgeous full-colour reproductions that
faithfully represent the startlingly vivid visions of the original
watercolours, capturing the unique character of BC's exquisite
shoreline landscape--a place like nowhere else on earth.
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