The ‘Hidden Pedagogy’ and its Implications for Teacher Training

Densgombe, Martyn

doi:10.1080/0142569820030303

Cited by 51 publications

(23 citation statements)

References 23 publications

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“…Student behavior, therefore, becomes the most important factor in the process of students' learning to teach. This orientation is consistent with and reinforces student teachers' expectations upon entering their student-teaching (Denscombe, 1982) and, therefore, seems like a natural first step. Student teachers understand themselves and their students "within imaginary identifications" maintained by specific logics in which "the failure of the lesson is accounted for" (Atkinson, 2004, p. 383).…”

Section: The Student Teachersupporting

confidence: 76%

“…Experience alone is missing in order for student teachers to overcome this difficulty. What is meant by "experience" is not made explicit and this facilitates the reliance on common sense to understand its meaning, which points to the second assumption: that, classroom control is a necessary precondition for teaching subject matter and, without it, there no chance of being perceived as a legitimate member of the teaching profession (Denscombe, 1982).…”

Section: The Student Teachermentioning

confidence: 99%

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Discourses of Experience: The Disciplining of Identities and Practices in Student Teaching

Tudela

2014

AJTE

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Section: The Student Teachersupporting

confidence: 76%

Section: The Student Teachermentioning

confidence: 99%

Discourses of Experience: The Disciplining of Identities and Practices in Student Teaching

Tudela

2014

AJTE

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“…The fact that the practices encountered by newly qualified teachers in schools exert a greater influence than the academic theories encountered in teacher education courses has long been recognised as a barrier to change (Denscombe, 1982, Zeichner & Tabachinick, 1981. More recently, moreover, Long (2004), has highlighted the almost insurmountable difficulties experienced by new teachers who do attempt to introduce innovative methods into a system in which attempts at innovation are met with either lukewarm support or outright resistance.…”

Section: Perceived Barriers To Changementioning

confidence: 99%

The need to change pedagogies in science and technology subjects: a European perspective

Dow

2006

Int J Technol Des Educ

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This paper evolves out of a consultancy that was carried out with the European Commission over a two year period between 2001 and 2003. A working group, set within the European Commission and comprising representatives from 15 member states, as well as associated and accession countries, stakeholders and social partners involved in maths, science and technology education, was formed. Its remit was to identify good practice in maths, science and technology education across Europe and to make recommendations for policy makers in the area. One important theme which emerged during the analysis of good practice was the need to develop the type of pedagogies which would encourage the active involvement of pupils in authentic and meaningful learning experiences within these subject domains. A series of questions relating specifically to this area was therefore incorporated into the second phase of the investigation and sent out to all participating countries. Qualitative analysis of these questionnaires was carried out. Using the results of these analyses, along with information from discussions, this paper considers the situation in Europe in respect of the introduction of what are essentially social constructivist pedagogies in the field of technology and science education. It explores some of the attempts which have been made to implement such pedagogies and more importantly the barriers to their introduction which have been identified in most countries across Europe. A consideration of research literature in the field is then used to promote the argument that teacher beliefs or theories are a crucial factor in preventing change. The role of these theories in presenting barriers to change are discussed and the implications for both policy makers and for initial teacher education are analysed.

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“…In the 1980s, many scholars (see for example Denscombe, 1982;Schön, 1983;Barrow, 1984;Carr & Kemmis, 1986) noted that the curriculum theories conveyed in teacher education appeared simply to be so poor and far from the reality of everyday schooling that their influence on the practices of education was questionable. This criticism, however, concerned mainly the behaviouristic paradigm and such voices have been rare in the 1990s, when the so-called cognitive constructivism is in a position of paradigmatic hegemony in teacher education.…”

Section: Introductionmentioning

confidence: 97%

Decontextualizing Teachers’ Knowledge: Finnish didactics and teacher education curricula during the 1980s and 1990s

Simola¹

1998

Scandinavian Journal of Educational Research

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The subject of this article is the pedagogical knowledge which is seen as essential and 'true' enough to be offered to students in the course of modern, academic class-teacher training. In the first section, didactics will be analysed as the hard core of Finnish pedagogic discourse. Then the changes in the Finnish state educational discourse will be related to recent developments in department-level curricula in class-teacher education at Finnish universities during the 1980s and 1990s. The analysis of changes which have taken place in Finnish teacher education discourse shows clearly that there has been a tendency towards pure didactics, a kind of abstract, non-historical and decontextualized science of teaching. Although contextual studies have been increasing in some departments since the middle of the 1990s, the historical dimension of schooling in particular still appears to be lacking.

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The ‘Hidden Pedagogy’ and its Implications for Teacher Training

Cited by 51 publications

References 23 publications

Discourses of Experience: The Disciplining of Identities and Practices in Student Teaching

Discourses of Experience: The Disciplining of Identities and Practices in Student Teaching

The need to change pedagogies in science and technology subjects: a European perspective

Decontextualizing Teachers’ Knowledge: Finnish didactics and teacher education curricula during the 1980s and 1990s

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