The Power of Pedagogy

Leach, Jenny; Moon, Bob

doi:10.4135/9781446212158

Cited by 55 publications

(8 citation statements)

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“…Learning to be a teacher is a complex and often haphazard process (Leach, Moon 2008). It involves learning to make many rapid decisions in a short period of time (McIntyre 2002).…”

Section: Teacher Learningmentioning

confidence: 99%

Mediated Authentic Video: A Flexible Tool Supporting a Developmental Approach to Teacher Education

Stutchbury¹,

Woodward

2017

JL4D

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You Tube now has more searches than Google, indicating that video is a motivating and, potentially, powerful learning tool. This paper investigates how we can embrace video to support improvements in teacher education. It will draw on innovative approaches to teacher education, developed by the Open University UK, in order to explore in more depth the potential of video. It will use case studies from three continents, and draw on research from different sources, in order to highlight the successes and the challenges. Looking across the examples presented, the paper will describe models of teacher learning and video use, and demonstrate that video can add value to teacher development activities provided that appropriate support and mediation, consistent with the pedagogy that is being promoted, is in place. Sustainable Development Goal 4 emphasizes the importance of improving the quality of the experiences that children have in school. This requires new models for teacher education, and has become an urgent issue. Video could be a significant part of the solution.

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“…Learning to be a teacher is a complex and often haphazard process (Leach, Moon 2008). It involves learning to make many rapid decisions in a short period of time (McIntyre 2002).…”

Section: Teacher Learningmentioning

confidence: 99%

Mediated Authentic Video: A Flexible Tool Supporting a Developmental Approach to Teacher Education

Stutchbury¹,

Woodward

2017

JL4D

View full text Add to dashboard Cite

show abstract

“…There is also a more prescriptive approach to defining pedagogy which is in line with the OECD's recommendations based on its selection of seven principles of learning. This is exemplified in Leach and Moon's (2008) book, The Power of Pedagogy, where they describe what they call 'an authentic pedagogy'. According to them such a pedagogy assumes that: educational practice is political and is therefore is explicit about vision, values and educational purposes.…”

Section: Delineating Pedagogy At the Macro Level -Defining The Conceptmentioning

confidence: 99%

“…Pedagogy is an ongoing process shared by teachers and learners, crucially informed by views of learning, with the nature and forms of knowledge seen as critical for the learning process -and above all by views of educational purposes and outcomes. Important too, to the understanding of this concept is the notion that pedagogic settings are always socio-historically and culturally situated (Leach and Moon, 2008, p. 169).…”

Section: Delineating Pedagogy At the Macro Level -Defining The Conceptmentioning

confidence: 99%

“…Two of them, Black et al's. (2002) Working Inside the Black Box and Hattie's (2012) Visible Learning for Teachers, are specifically addressed to those working in classrooms whilst the third, Leach and Moon's (2008) The Power of Pedagogy, is written for a rather wider audience.…”

Section: Advising On Pedagogy At the Micro Level -Delineating Classro...mentioning

confidence: 99%

“…He underlines the need for teachers to focus their attention on that interaction but concentrating on process and leaving out the intended learning content seems to reduce practitioners to relying very heavily on trial and error in refining their practice. Leach and Moon (2008) are less technically focused and their exposition seems potentially to offer a more coherent framing than that of Hattie. Their stated focus in The Power of Pedagogy is on learning and the fourth chapter, entitled Learning, takes up almost a third of book.…”

Section: Advising On Pedagogy At the Micro Level -Delineating Classro...mentioning

confidence: 99%

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Mind the Gap: How should we set about teaching the successful learner?

Reeves¹

2016

SER

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Many countries are in the process of adopting radical changes to the purpose, nature and organisation of the school curriculum as the principles of lifelong learning are transferred to schooling. One of the most fundamental changes lies in the emphasis on learning how to learn as a transferable skill set that underpins the whole curriculum. On this basis we are seeing the importation into schools of ideas and practices drawn from adult education and the commercial sector. In particular those that posit that the most effective relationship between those who learn and their learning lies in self-direction through the mastery of the performativity cycle (goal setting, activity, evaluation). The second radical change, also cross-curricular in its focus, consists in formalising learning in schools that, in the latter half of 20th century, had been identified as part of the implicit, or hidden curriculum. Learning outcomes under such themes as Health and Wellbeing relate directly to the ‘socialisation’ of students with a focus on developing their personal qualities and their social conduct. Both these changes place an increased emphasis on children and young people’s capacity for self-regulation which has profound implications for teachers and their professional practice. In recognition of these implications there has been an expansion of advice on pedagogic issues in both policy documents and in the educational literature. Drawing from policy and educational literature this paper explores the nature of this advice and discusses how effective or otherwise it may be in helping teachers to understand and fulfill a new role in their classrooms.

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Learning to Teach with Mobile Technologies: Pedagogical Implications In and Outside the Classroom

Kraglund-Gauthier¹

2015

Handbook of Mobile Teaching and Learning

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The Power of Pedagogy

Cited by 55 publications

References 0 publications

Mediated Authentic Video: A Flexible Tool Supporting a Developmental Approach to Teacher Education

Mediated Authentic Video: A Flexible Tool Supporting a Developmental Approach to Teacher Education

Mind the Gap: How should we set about teaching the successful learner?

Learning to Teach with Mobile Technologies: Pedagogical Implications In and Outside the Classroom

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