The Importance Of Pedagogy

The meaning and implementation of the word pedagogy is debated throughout the educational world, and there are many influential educational theorists whose views throughout this report will be reflected on. These views will influence the critique of numerous pedagogical documents within both state and national frameworks, such as the ‘Yachad Accelerated Learning Project’ (YALP) and the ‘e5 model’ created by the department of education. The main reflection points of these documents will be how they differ or align with three influential educational theorists and what areas of these theorists ideas are either strengthened or silenced due to the construction of these documents.

Paragraph one - How is pedagogy defined and positioned by critical education theorists?

There are a vast variety of definitions for the word pedagogy, but intrinsically once you can develop your own definition of this word you have developed your own pedagogy and this is exactly what pedagogical theorists have been aiming to do for years, and as this report will show no two definitions or ideals are the same.

Tamara Bibby defines pedagogy as the understanding of learning and teaching intertwined with the interrelationships of people, Bibby notes “If pedagogy is something about what happens to make or facilitate learning, the traditional focus has been on the actions of the pedagogue, the teacher” (Bibby, 2009) and reflects on the importance of the unconscious process of learning. This view on pedagogy puts a focus on the teacher as the knowledge holder, and delves into the importance of the unseeable learning processes of the student.

Patricia Hinchey takes a completely different approach to her understanding and research of pedagogy, she describes episte...

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...hrough a literary text. This is perceived as a problem by Hinchey as she states that in teaching you should “have math lessons to learn about math, history lessons to learn about history, and lessons … isolated from each other” (Hinchey, 2010).

It is impossible to create an educational framework that will align with all educational theorist, and the problems reflected on above are only minor.

Conclusion

Pedagogy is a difficult concept to understand or master, and as shown by the three educational theorists explored in this report no two ideals are the same and not every pedagogue will be able to agree with all educational documents. Although numerous problems were found in both frameworks there were still numerous positive attributes which highlighted the importance of furthering education in our schools, and that is a point that all three theorists cannot deny.