By Alex Moore
Instructing and studying: Pedagogy, Curriculum and tradition offers an summary of the most important matters and dominant theories of educating and studying as they influence upon the perform of school room academics. Punctuated through questions, issues for attention and ideas for additional analyzing and examine, the book's purpose is to stimulate dialogue and research, to aid figuring out of lecture room interactions and to give a contribution to more desirable practice.Topics coated include:*an overview of dominant theories of studying and teaching*the ways that public academic coverage impinges on neighborhood practice*an evaluate of alternative versions of 'good teaching', together with the advance of whole-school policies*alternative versions of curriculum and pedagogy.
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Additional info for Teaching and Learning: Pedagogy, Curriculum and Culture (Key Issues in Teaching and Learning)
Wood’s classic text provides a clear and full account of some of the major theories of children’s learning, including those of Piaget and Vygotsky, within an historical context of learning theory that dates back to Ancient Greece. The text is highly recommended for readers wishing to familiarise themselves more thoroughly with major theories of learning and development and their implications for classroom practice but who do not have the time to read original sources. Barnes, D. (1976) From Communication to Curriculum.
The outsider and the outside are suspect. One stays inside and gets what one can. Beating the system takes the place of using the system’ (Bruner 1972, p. 160). , p. 161). Bruner’s suggestion that the socio-cultural context of education is as important to our understanding of how learning works as the more ‘intrapsychical’ theories of Jean Piaget suggest that teachers need to be as aware of different ways or styles of learning as of universal patterns of development. It is pedagogically misleading, for example, as well as ethno-centric, for the teacher to assume that there is one standard way or set of ways in which learning takes place, or that learning styles are independent of broader cultural practices, or that ways of learning may be unaffected by ways of living.
80) There are, however, critical differences between Piaget’s and Vygotsky’s theories of development and learning, which are in part differences of emphasis. Centrally, whereas Piaget’s emphasis is, from the start, on the ‘internal’, independent, ‘psychological’ development of the child’s cognition, Vygotsky urges us throughout his writing to view learning and teaching as essentially social activities that take place between social actors in socially constructed situations. Piaget may see the child’s early cognitive development as being rooted in active, personal explorations of the physical environment of things and of relationships between things, but Vygotsky is more inclined to perceive early development in terms of children actively exploring their social environ ment and being driven to learn by socially-rooted factors (such as the desire to please, to attract positive responses from adults, to participate in social networks and so on).