Investigating the Assumptions of Pedagogy

Abstract

The purpose of this article is to discuss the relationship between learning theories and teaching methodology from the perspective of the researcher and the teacher. All teaching methodologies have their roots in particular learning theories. Teaching methodologies are discussed in terms of the learning theories upon which they are founded. Learning theories are discussed in terms of their assumptions and the issues which divide them. A case is made that researchers need to validate the treatment not only in terms of the methodology the teacher uses but the learning process experienced by the learner. If it is the process which produces particular kinds of learning, then teachers need to be knowledgeable about the assumed learning processes of a teaching method and be able to observe for and teach for that process.

Overcoming acculturation: physical education recruits' experiences of an alternative pedagogical approach to games teaching

“…Participants reported personal experiences of the successful acquisition of movement skills and also a clear understanding and appreciation of the motor learning theory underpinning the CLA, findings that support the efficacy of the learning design and delivery of the unit within a research-informed pedagogical framework (Dewey 1938;Lawson 1986;Light 2008;Rink 2001). The integration of motor learning theory and practice, the engagement of the body in learning through students experiencing the CLA as learners in practical workshops, ongoing immediate student reflections on these personal experiences and observations, and written revision questions requiring an application of the motor learning 22 theory enhanced students' experience, appreciation and understanding of how the learner learns using this approach.…”

“…Two aspects of the research informed unit design and delivery can offer a credible explanation for the pronounced change in participants' perspective of exclusion in physical education (Lawson 1986;Rink 2001 Why the games unit appealed to me and shaped my perspectives about teaching was the way it incorporated inclusion, which would make lessons more enjoyable for students. I guess, when I first started the games unit I wasn't really looking at the other kids in my class.…”

Sport and exercise pedagogy and questions about learning

“…Pedagogy is, however, a complex concept; indeed Alexander (2008, p. 183), in line with several scholars within sport pedagogy (e.g. Evans, Davies, & Rich, 2009;Kirk, 2006;Rink, 2001), highlighted the 'extraordinary richness of pedagogy as a field of intellectual exploration and empirical enquiry'. Moreover, as Akkerman and Van Eijck (2013, p. 60) remind us, the learner at the centre of our pedagogical practices is multi-faceted, and has to be recognised as a 'whole person who participates in school as well as in many other practices'.…”

“…As Rink (2001) argued, learning theories are used as 'a recipe for teaching' (p. 113) because researchers focus on offering direct recommendations for best practice instead of using theory to explore issues of learning. Second, we have a concern about using learning theory to state what learning actually is rather than using learning theories as useful ways to investigate learning (cf.…”

“…Instead of looking at what the learnersathletes or students-do, research tends to focus on what the teacher or coach does (cf. Rink, 2001;Rovegno, 2006). Where they are included in research, learning theories tend to be used to provide guidance for curriculum development, curriculum models, or teaching or coaching strategies (see Rovegno & Dolly, 2006).…”