Although pedagogy is sometimes seen as a indefinite concept, it is essentially a combination of knowledge and skills required for effective and modern teaching. The more traditional definitions describe pedagogy as either the science subject , art , computer science /theory or art/ teaching practice that makes a difference in the psychology and mind development of the students.
More particularly , new research is defining pedagogy as “a highly complex blend of theoretical understanding and practical skill” (Lovat, ACDE, p.11 2003). This research is underline the vast complication of teachers’ work and specifying just what the nature of that work truly is. As Loved further highlight a teacher is “a highly developed self-sufficient professional, with a requisite professional knowledge base and practitioner skills which could stand parallel to the equivalent in medicine, law and engineering” (ACDE, p.11).
Different research and theories of the may support different styles of pedagogy but it is the disagreement of Free body and Luke that within a certain range of procedures, differing teaching approaches work differential with different cultures of students; and effective teachers know that” (A Map of Possible Practices, Luke & Free body, June, 1999).
Dear Users, Effective teachers “have a good understanding of the subjects they teach and appreciate how knowledge in their subject is created, well prepared , linked to other disciplines and applied to good world settings an according to the new techniques .So that , loyal representing the collective natural of our culture and initial the value of good knowledge, they also develop the analytical and logical volume of their students” (NBPTS 1999, 3-4 in Lovat, ACDE p12).
In other words, good pedagogy requires a broad repertoire of techniques and go through attention to what produces student learning in a specific content domain, with a given group of students and a particular teacher. Teachers need to rely on quality educational research for different pedagogical models techniques and strategies; at the same time they have to practice the art, computer science and science of teaching themselves, refining it as they go according to their own basic needs and resources and particularly those of their students.
Fortunately, research has banish two myths about teaching: (Shulman in Lovat, p12) These two myths are that:
- Good teaching follows naturally from theme mastery
- A good teacher can teach anything at all and have command in his subject.
Although, well expert and good command teaching “proceed neither from sheer knowledge of a subject nor from sheer teaching craft….” The good notions are the result of ‘authentic pedagogy’ (Newmann, 1996), ‘ Hammond Said ,good quality pedagogy and ‘productive pedagogues’ (QSRLS 1999) have all arisen in the last few years out of the need to identify that essential blend of good knowledge and skills required for effective and good teaching.
Within such a factors , this sketch on pedagogy provides a bird eye view of various pedagogical frameworks, techniques and strategies to give teachers a reference point for the succeeding modules on the mingle of ICT(Information and Communication Technology.) into classroom practice.
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