
Developing Pedagogy
Description
The book covers: learning, knowledge and pedagogy; pedagogic issues, application of practice. The authors also present a discussion of national strategies and The National Curriculum update for 2000, discussions of a world-wide curriculum, and ICT and citizenship viewed as tools for developing aspects of pedagogy.
More details
Other editions
Additional editions
Persons
Kim Insley has been a primary teacher, researcher and a lecturer in higher education. She qualified as a teacher in 1979 from the Liverpool Institute of Higher Education, Notre Dame College, but immediately moved to London where she has since worked. She gave up full-time teaching children in 1987 and began part-time lecturing in mathematics and music at the Polytechnic of the South Bank (which later became South Bank University). She became a full-time researcher and completed her M.Phil researching music education in Inner City Schools. She has worked in a part-time capacity on PGCE courses at Goldsmiths College, The Open University and London University Institute of Education, (where she is currently a member of the open learning PGCE team), and as a free-lance primary education consultant. Much of her work is now taken up with The Open University′s MA programme both as a tutor and on the primary modules and s a consultant to the new primary module course team.
Janet Soler is a lecturer on the School of Education at The Open University. She trained as a primary teacher in New Zealand where she taught in primary and secondary schools. In 1990 she moved to an academic position at the Department of Education at University of Otago, New Zealand, where she had the responsibility for developing a curriculum studies programme. During this time se also contributed to the development of a teacher, undergraduate, primary pre-service programme. Her recent research publications include international journal papers on contemporary and historical investigations of literacy policy and practice. She has also published papers on the use of action research and reflective practice for the development of ICT and internet-based technologies in her own courses.
CONTRIBUTORS ARE ALL AT THE OPEN UNIVERSITY
Content
Towards a New Perspective on Children's Learning? - Andrew Pollard
Just for Fun? - Janet Moyles
The Child as Active Learner and Meaning Maker
Defining Classroom Knowledge - Mary Phillips Manke
The Part that Children Play
Critical Pedagogy, Empowerment and Learning - Sonia Nieto
PART TWO: PEDAGOGIC ISSUES
Organizing the Primary Classroom Environment as a Context for Learning - Pam Pointon and Ruth Kershner
Balancing Individual and the Group - Margery D Osborne
A Dilemma for the Constructivist Teacher
`Sally, Would You Like to Sit Down?' - Mary Phillips Manke
How Teachers use Politeness and Indirect Discourse
The Literary Hour - Roger Hancock and Melian Mansfield
A Case for Listening to Children
Silence as a Fortress and Prison - Karen Gallas
PART THREE: APPLICATION OF PRACTICE
What Is Curriculum? - Alistair Ross
Will the Curriculum Caterpillar Ever Learn to Fly? - Mike Davies and Gwyn Edwards
Challenging Prescription in Ideology and Practice - Bob Jeffrey
The Case of Sunny First School
The Impact of the National Curriculum on Play in Reception Class - Elizabeth Wood
Value Pluralism, Democracy and Education for Citizenship - Don Rowe
ICT in Subject Teaching an Opportunity for Curriculum Renewal? - Michael Bonnet, Angela McFarlane and Jacquetta Williams
Critical Literacy and the Case for It in the Early Years of School - Kathy Hall