Deakin University
Browse
webster-whyeducatorsshould-2009.pdf (166.5 kB)

Why educators should bring an end to pedagogy

Download (166.5 kB)
journal contribution
posted on 2009-02-01, 00:00 authored by Scott Webster
As Australia is moving towards a national curriculum there are also activities to nationalise teacher education. This involves various departments of state and federal governments, third-party bodies funded by government such as the Curriculum Corporation and Teaching Australia, and non-government organisations such as the Business Council of Australia. These agencies are producing models and principles which aim on establishing standards of best practice for how they want teachers to teach. Within all of this activity the term ‘pedagogy’ is often employed to represent aspects of these best practices. Examples include ‘productive pedagogies’, ‘new pedagogies’, ‘pedagogical content knowledge’ and ‘pedagogical strategies’. However these are all means only without any end purposes which identify them as being valuable for education. In this paper I will argue that in order to have educative value teachers themselves must exercise a degree of professional autonomy to bring their own end purposes to their choice of pedagogy.

History

Journal

Australian journal of teacher education

Volume

34

Pagination

42 - 53

Location

Katoomba, N.S.W.

Open access

  • Yes

ISSN

1835-517X

eISSN

0313-5373

Language

eng

Notes

Reproduced with the specific permission of the copyright owner.

Publication classification

C1.1 Refereed article in a scholarly journal

Copyright notice

2009, AJTE

Usage metrics

    Research Publications

    Exports

    RefWorks
    BibTeX
    Ref. manager
    Endnote
    DataCite
    NLM
    DC