GoogleTranslate Service

New Pedagogies and the Training of Teachers and Trainers (part 2)

September 30th, 2010 by Graham Attwell

Here is part 2 of my series on new pedagogies and the training of teachers and trainers. Each day this week I am reporting on a number of ‘high lighted issues; from a report I am in the progress of writing. Today’s highlighted issues come from the section on ‘pedagogic theories and the use of technologies for learning and their implications.’

Highlighted issues

Definitions of competence

Definitions of learning and competence are central to the development and implementation of new pedagogies of the use of technology for learning. Yet despite broad debates around definitions and understanding in the research community and in different countries, in vocational education and training the UK has tended to adopt a more restricted definition, albeit one rooted in cultural traditions of vocational education in the UK. How can we promote a wider debate around these issues and especially an understanding of their implications for pedagogy and practice?

How can we support teachers in exploring new pedagogic approaches?

New pedagogic approaches are merging as new technologies are used in different ways for learning, for instance through the use of Web 2.0 and social software. Yet the adoption of new pedagogic approaches and indeed their emergence requires space and time for experimentation. How can we ensure that teachers have the spaces and time for such experimentation and how can we ensure the results of that experimentation are disseminated to a wider audience?

The research, policy, practice gap

There would appear, at different levels, to be some considerable gaps between policy, research and practice, especially in the use of new pedagogic approaches to using technology for teaching and learning. The answer is not probably a linear process of dissemination but rather encouraging a closer dialogue between different actors within the system. How can such dialogue be organised and sustained?

Changing roles of teachers and trainers

There is considerable evidence that the use of new technologies and particularly new pedagogic approaches to the use of technologies of teaching and learning are leading to new roles for teachers. How can those new roles be reflected in Initial Teacher Training and Continuing Professional Development and how can the organisation and management of institutions evolve to reflect such changing roles?

Bringing Initial Teacher Training and Continuing  Professional Development in line with espoused pedagogies

If we are introducing new pedagogic approaches to teaching and learning, it would appear apposite that these pedagogies are reflected int he practice of training teachers. This may suggest the need for greater flexibility in Initial Teacher Training curriculum. More importantly, it also implies that the trainers of teachers themselves have to adopt new pedagogic approaches. How can this process be facilitated?

Please follow and like us:

Comments are closed.

  • Search

    Social Media

    News Bites

    Cyborg patented?

    Forbes reports that Microsoft has obtained a patent for a “conversational chatbot of a specific person” created from images, recordings, participation in social networks, emails, letters, etc., coupled with the possible generation of a 2D or 3D model of the person.

    Please follow and like us:

    Racial bias in algorithms

    From the UK Open Data Institute’s Week in Data newsletter

    This week, Twitter apologised for racial bias within its image-cropping algorithm. The feature is designed to automatically crop images to highlight focal points – including faces. But, Twitter users discovered that, in practice, white faces were focused on, and black faces were cropped out. And, Twitter isn’t the only platform struggling with its algorithm – YouTube has also announced plans to bring back higher levels of human moderation for removing content, after its AI-centred approach resulted in over-censorship, with videos being removed at far higher rates than with human moderators.

    Please follow and like us:

    Gap between rich and poor university students widest for 12 years

    Via The Canary.

    The gap between poor students and their more affluent peers attending university has widened to its largest point for 12 years, according to data published by the Department for Education (DfE).

    Better-off pupils are significantly more likely to go to university than their more disadvantaged peers. And the gap between the two groups – 18.8 percentage points – is the widest it’s been since 2006/07.

    The latest statistics show that 26.3% of pupils eligible for FSMs went on to university in 2018/19, compared with 45.1% of those who did not receive free meals. Only 12.7% of white British males who were eligible for FSMs went to university by the age of 19. The progression rate has fallen slightly for the first time since 2011/12, according to the DfE analysis.

    Please follow and like us:

    Quality Training

    From Raconteur. A recent report by global learning consultancy Kineo examined the learning intentions of 8,000 employees across 13 different industries. It found a huge gap between the quality of training offered and the needs of employees. Of those surveyed, 85 per cent said they , with only 16 per cent of employees finding the learning programmes offered by their employers effective.

    Please follow and like us:

    Other Pontydysgu Spaces

    • Pontydysgu on the Web

      Our Wikispace for teaching and learning
      Sounds of the Bazaar Radio LIVE
      Join our Sounds of the Bazaar Facebook goup. Just click on the logo above.

      We will be at Online Educa Berlin 2015. See the info above. The stream URL to play in your application is Stream URL or go to our new stream webpage here SoB Stream Page.

      Please follow and like us:
  • Twitter

  • Recent Posts

  • Archives

  • Meta

  • Categories