The ‘Hidden Pedagogy’ and its Implications for Teacher Training

Densgombe, Martyn

doi:10.1080/0142569820030302

Cited by 7 publications

(6 citation statements)

References 1 publication

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“…One such constraint, resources, can support a status quo approach to practice in cases where the resources to support innovative ideas do not exist. A more subtle constraint, hidden pedagogies (Denscombe, 1980(Denscombe, , 1982Hatton, 1987), reflects the cultural and historical dimensions of school contexts that contribute "significantly to the formation of culturally based attitudes, preference, and dispositions which have their own momentum" (Hatton, 1987).…”

Section: Conceptualizing Teachers' Work Contextmentioning

confidence: 99%

Teacher learning in context: The special case of rural high school teachers

Scribner

2003

EPAA

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Falling under the umbrella of teacher quality, professional development is an important policy issue in US public education. Understanding teacher learning and its relationship to teacher work is critical if efforts to improve teacher quality are to be successful. This article examines one overlooked context in the discourse about teacher learning and work—rural high schools. The study focuses on 20 teachers across 3 case study schools and conceptualizes the relationship between teacher learning and work according to three contexts: the core, intermediate and peripheral contexts. These contexts are explored and important features discussed.

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Section: Conceptualizing Teachers' Work Contextmentioning

confidence: 99%

Teacher learning in context: The special case of rural high school teachers

Scribner

2003

EPAA

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“…It seems reasonable to surmise that some of the inferences that students form for themselves are ones that are unintended by their teachers. As such, this study may reveal more of what has been called the hidden curriculum (Densgombe, ) or, in other words, the unintended consequences of some current educational practices.…”

Section: Introductionmentioning

confidence: 99%

How Students View the Boundaries Between Their Science and Religious Education Concerning the Origins of Life and the Universe

et al. 2016

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Internationally in secondary schools, lessons are typically taught by subject specialists, raising the question of how to accommodate teaching which bridges the sciences and humanities. This is the first study to look at how students make sense of the teaching they receive in two subjects (science and religious education [RE]) when one subject's curriculum explicitly refers to cross‐disciplinary study and the other does not. Interviews with 61 students in seven schools in England suggested that students perceive a permeable boundary between science and their learning in science lessons and also a permeable boundary between religion and their learning in RE lessons, yet perceive a firm boundary between science lessons and RE lessons. We concluded that it is unreasonable to expect students to transfer instruction about cross‐disciplinary perspectives across such impermeable subject boundaries. Finally, we consider the implications of these findings for the successful management of cross‐disciplinary education.

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“…In this new conceptualization , teaching is a complicated activity in which "teachers are active, thinking decision-makers who make instructional choices by drawing on complex, practically-oriented, personalized, and context-sensitive networks of knowledge, thoughts, and beliefs" (Borg, 2003, p. 81). The way teachers teach is not only affected by the training they have received, it is also a result of their hidden pedagogies, or their personal philosophy of what teaching is all about (Denscombe, 1982) as well as their years of learning as students, what Lortie has termed apprenticeship of observation (1975). It is now an established fact that any teaching context and any teaching decision is the result of interaction among received, personal, experiential, and local types knowledge (Mann, 2005, p. 106) teachers draw upon as they negotiate their instructional lives in their classrooms.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Pedagogic Knowledge Base: a Comparison between Experienced and Less Experienced Practitioners

Akbari

Tajik

2009

AJTE

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Second language teacher education community has become increasingly interested in the pedagogical knowledge base of teachers as a window into practitioners' mental lives. The present study was conducted to document likely differences between the pedagogic thoughts of experienced and less experienced teachers. Eight teachers participated in the project. Data were collected through the use of stimulated recall. The analysis of the data shows that there are differences both in the number and the order of the thoughts teachers produced in different groups. Experienced teachers produced an average of five pedagogical thoughts per minute, while their less experienced counterparts produced 3 thoughts. The top thought category for less experienced teachers was Language Management, while for the experienced teachers Self-Reflection ranked first. Some thought categories were also absent in the report of less experienced practitioners.

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The ‘Hidden Pedagogy’ and its Implications for Teacher Training

Cited by 7 publications

References 1 publication

Teacher learning in context: The special case of rural high school teachers

Teacher learning in context: The special case of rural high school teachers

How Students View the Boundaries Between Their Science and Religious Education Concerning the Origins of Life and the Universe

Teachers’ Pedagogic Knowledge Base: a Comparison between Experienced and Less Experienced Practitioners

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