How are we really teaching our students? A paradox in pedagogy

Phillips, Heather; Condy, Janet

doi:10.20853/34-2-3719

Cited by 3 publications

(2 citation statements)

References 10 publications

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“…Third, VidAAS offers pre-service teachers an opportunity for professional development. Many beginner teachers face a disconnect between classroom realities and unified theories, struggling to apply their knowledge and skills (Allen, 2009;Allen & Wright, 2014;Phillips & Condy, 2023) in real-world settings (Resch et al, 2022;Resch & Schrittesser, 2023). The proposed VidAAS can bridge this gap.…”

Section: Implications Of Studymentioning

confidence: 99%

A Study on the Curriculum of the Graduate School of Department of Education Consulting in South Korea

Lee¹

2022

Korea Assoc Edu Consulting Coaching

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The purpose of this study was to suggest implications for the curriculum of the graduate school of department of education consulting and education consulting major in South Korea through the analysis of the current status and curriculum of the graduate school of department of education consulting and education consulting major in South Korea. In this study, in order to investigate the current status and curriculum of the graduate school of department of education consulting and education consulting major in South Korea, the keywords were limited to ‘education consulting’, and data were collected in the order of Daehakalrimi(https://www.academyinfo.go.kr), Naver and Google keyword search, and each university and graduate school’s website. As a result of the analysis of the collected data, it was confirmed that three master’s and doctoral programs in general graduate schools in South Korea, and nine master’s programs in graduate schools of education in South Korea were in operation, and the curriculum of the graduate school of department of education consulting and education consulting major in South Korea were organized based on the faculty members’s major and expertise according to new department and major or name changed department and major. This study is the first study to analysis the current status and curriculum of the graduate school of department of education consulting and education consulting major in South Korea and is meaningful as a basic study of the development of education consulting as disciplines.

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Section: Implications Of Studymentioning

confidence: 99%

A Study on the Curriculum of the Graduate School of Department of Education Consulting in South Korea

Lee¹

2022

Korea Assoc Edu Consulting Coaching

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“…Universities in South Africa have an obligation to adhere to the legal framework for integrating learning into pre-service teacher education programmes. This can be situated on "theory offered in the programmes" and "practice on the ground" (Phillips & Condy, 2023). Teacher educators need to be aware that a widening gap exists between the theory of teaching and its practice.…”

Section: Introductionmentioning

confidence: 99%

South African Legal Framework to Prepare Pre-Service Teacher Education Programmes: A Freirean Approach

Langeveldt,

Pietersen,

Van Wyk

2023

REPAM

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The education sector in South Africa is governed by a complex legal framework that outlines guidelines, policies and standards for pre-service teacher education programmes. In order to prepare pre-service teachers for the classroom, universities must navigate this legal framework and ensure that their programmes comply with the requirements set forth by various regulatory bodies. However, the authors argue that these requirements are not enough to prepare student teachers for the classroom. Rather, by using Paulo Freire’s critical pedagogy as a theoretical lens, they argue that student teachers should be conscientized to become agents of change in the classroom and promote social justice, while adhering to legal guidelines in their teacher training. Furthermore, education spaces need to consider the context of schools and higher education institutions, student society, teaching and scientific endeavours, educational administration, pedagogical imageology and intercultural education to address these standardisation challenges. Through a desktop analysis, this article provides an overview of the legal framework for integrating learning into pre-service teacher education programmes in South Africa. The study asks: what are the legal requirements and guidelines that universities must follow to prepare pre-service teachers for the classroom in South Africa? To answer this question, the authors conducted a literature review of relevant legal frameworks and guidelines, including legal documentations, case law, academic literature and publications from professional organisations. The research methodology primarily consisted of a search for literature using specific search terms and databases. The article provides recommendations for how universities can effectively navigate the legal framework in training pre-service teachers, drawing on key findings from the literature review. These include the need for universities to ensure that their teacher education programmes are socially just.

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The use of robotics embedded in playful learning scenarios in secondary schools: Teachers’ and students’ perspectives

Calleja

2021

Malta Journal of Education

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Educational robotics integrated with playful and peer-learning approaches can help transform teaching and learning; yet, it is under-utilised in non-ICT related subjects in the secondary sector. This study sought to explore: a) the process underpinning playful learning scenarios integrating robotics; b) the learning experience both from the students’ and the teachers’ perspective; c) the impact of robotics integration on pedagogical practices. We investigated two learning scenarios through participant observation and semi-structured interviews with a purposive sample of students and educators. Subsequently, we transcribed the interviews and carried out inductive thematic analysis on all the data. Analysis from both sets of responses indicated that the teacher's mindset plays a key role in the use of robotics to attain the learning outcomes utilising playful scenarios. Consequently, this has a ripple effect on the students' learning and engagement.

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How are we really teaching our students? A paradox in pedagogy

Cited by 3 publications

References 10 publications

A Study on the Curriculum of the Graduate School of Department of Education Consulting in South Korea

A Study on the Curriculum of the Graduate School of Department of Education Consulting in South Korea

South African Legal Framework to Prepare Pre-Service Teacher Education Programmes: A Freirean Approach

The use of robotics embedded in playful learning scenarios in secondary schools: Teachers’ and students’ perspectives

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