Pedagogy and Practice in Educational Settings: An Analysis

Definition of Pedagogy

Some Have Suggested Schools’ Concern For Children’s Moral Development And Their Self-Esteem Is Misplaced, And The Business Of The School Is To Teach Knowledge And Cognitive Skills. What Is Your Position Regarding This Issue? Explain.

Fundamental Goal In The Field Of Educational Psychology Is To Identify How Theories Can Inform Pedagogy. How Does The Field Of Educational Psychology Inform Your Particular Content Area And/Or Developmental Level? In Order To Answer This Question, Please Reference At Least Two Theories (Cognitive Theories And/Or Motivational Theories).

There Has Been a Long-Running And On-Going Debate About The Relative Value Of Teaching Students Content (e.g., Concepts) Versus Processes (e.g., Critical Thinking, Problem Solving, Metacognitive Skills, Etc). Which Should Schools Emphasize More? Why? What Do You Think Will Be Most Important For Your Particular Developmental Level And Content Area?

The objective of the report is to enlighten the reader with the information about the pedagogy and practice in educational settings. Pedagogy refers to the approach for teaching and making the students learn new things in a differential and practical manner. This practice of teaching is majorly influenced by the political, social and psychological development of the learners. The objective of this report is to explain the details about the process of pedagogy in the educational setting of management. The report evaluates the nature of pedagogy practice in providing management related learnings to the learners (Comber 2016). The potential approaches to pedagogy are explained in the report along with the analysis of development in this type of training. The relationship between policy, practice and theory in the perspective of educational setting in the paper helps in elaborating the understanding of pedagogy practice in teaching. It should be noted that pedagogy is majorly an act of teaching in which teachers analyse the needs, behaviour and background of the students and then shapes their teaching behaviour accordingly. This type of teaching method is different for different teachers are it depends upon their outlook to judge the expressions of learners and then train them accordingly (Crawford 2017).

Study of this report on pedagogy and practice of teaching will assist the user in understanding the meaning of pedagogy, the ways in which teachers use it and the improvements that could be done in this type of teaching pattern. More details about the paper are mentioned below:

Learning is an important part of life as it makes a person competent enough to take effective decisions in the critical situation and grow. Different types of teachers make use of different type of methods to train the students and educate them about the concepts. One such approach in the process of learning is pedagogical approach of learning. This type of learning approach is mainly dependent upon practical learning approach. The teachers training by taking practical examples of their surroundings and their teaching style is influenced by their beliefs, behaviour and background as well. The practice of pedagogy also includes the learning activities that initiate student engagement and active learning (Fenton-Smith, Humphreys, and Walkinshaw 2017).

Analysis and Evaluation of Teaching, Learning and Assessment Approaches Potential for Pedagogy in Management Subject Area

This type of learning approach significantly focuses on the environment in which the students are learning and the background factors influencing them; based on these factors the pedagogical teacher helps the students in learning and getting better understanding of the concepts. More than the content, this type of learning approach focuses on active learning by connect the concepts with the social events and activities.

This type of approach also helps in taking a deep dive in the learning concepts and then understanding it by taking several examples as well. The pedagogy method of teaching encompass the teaching style, theory and feedback process. Talking about the pedagogy teaching method, it focuses on the ways teacher deliver the education to the students in a classroom (Giroux 2020). While planning for a lesson to educate to the students, a tutor finds several ways to share the content with the students in such a way that they attain in depth understanding of the concepts and remember it by heart. This type of teaching pattern is highly influenced by the preferences and experience of the tutor. It can also be said that a tutor makes use of this type of teaching approach by attaining experience in this field while handling several diverse situations as well. This type of learning approach differs from person to person because all the tutors overcome different hurdles and experience in the industry which is not similar to any other person (McLaren 2015).

Resulting in which, their teaching method also converts accordingly based on the events they confront. This type of approach is influenced by the age group of learners and the content that the tutor is going to educate to the people. Thus, it can be said that the pedagogical teacher changes their approach even when they are educating same type of content to different age group of people. This type of learning method creates an effective interaction between students, teachers, learning task and the learning environment. The teacher will make use of all possible factors present with them to train the learner in an effective way. Effectiveness of this type of teaching method is based on the relationship between the students and tutors in the environment. Thus, it should be pedagogy teaching practice keeps on motivating the teachers to enhance their teaching behaviour to provide better results to the students (Zheng, Niiya, and Warschauer 2015).  

There are different types of approaches present in the educational environment that form a part of pedagogical learning methods. These approaches of pedagogy helps in attaining better understanding of the learning process and implementing them in the classroom environment. Below mentioned is the analysis and evaluation of the teaching, learning and assessment approaches that are potential to be used in the process for pedagogy for the purpose of providing beneficial educational training to the students in the environment:

Constructivism Approach: this type of teaching approach is based on the learning theory of constructivist. This theory in pedagogy is based on the belief that learning happens when the learners in the classroom are actively engaged in the process of education and the process of knowledge construction is opposed by passively receiving information (Compayré 2015). The learners in this type of educational setting are the makers of the meaning and knowledge in a classroom environment. This type of theory is related to psychology of the learner that explains the ways in which every individual learn new things in the environment. According to this type of learning method, the knowledge is created and not transmitted. Considering the pedagogy practices with this type of learning method, it should be noted knowledge by the pedagogical teacher is created using their behavioural factors, experience and current environment and then it is provided to the learners so as to provide my real life experience in learning. This type of perspective is divided in three categories that are cognitive, social and radical (Voogt, and McKenney 2017).

The cognitive theory explains that human cannot be provided the information that can easily understand and use it. Instead, the learners need to construct their own knowledge by attaining experiences. Further, social constructivism refers to the sociological theory of knowledge in pedagogy that explains that the development of human is socially situated and knowledge in the environment is created when they interact with other people in the environment having differential mind-set (Lotz-Sisitka, et. al., 2015). Thirdly, radical constructivism refers to the idea which explains that learning is important to be constructed otherwise, there would be no utility in the information shared by the teacher or knowledge given in books. This type of constructivism is often related to the reference of mathematics.

Collaborative Approach: The collaborative learning approach in pedagogy explains that two or more people in a learning environment working towards one common topic are expected to learn in a better way. This type of learning approach in pedagogy creates a scenario in which people work together to learn new concepts and gain knowledge about it by interacting with each other in groups (Carlson 2018). This concepts differs from the individual learning which motivates the people to study alone to have better understanding of the concepts. In pedagogy practice, if a person shares their understanding with other person, then it opens them to ask questions and seek answer for that from different individuals. In this type of learning, people share their experience with each other in groups and then mutually learn from each other’s knowledge as well.

Sharing experiences helps in attaining learning from individuals. This approach in learning let the students to engage in critical writing and thinking activities that helps them to communicate with other people and solve their problems by understanding their experience in the environment (Grootenboer, Edwards-Groves, and Choy 2017). This type approach leads the learners towards a practical approach which gives an advantage to the student to work on practical projects together and gain experience themselves and understand other people’s experience as well.

Inquiry based Approach: this type of learning approach in pedagogy is considered as a form of active learning in initiates by asking questions in the environment by using problem statement and critical scenarios. This approach does not believes in simply presenting information to the students to grab it by reading it, instead, this type pedagogical approach creates difficult scenarios for the students to critically understand the concept and let them solve the queries themselves (Berila 2015).

In this way, the students gets to understand the problems that could occur that ways in which they could be solved using the conceptual knowledge. The teachers in this setting identify the research issue and questions so as to develop the knowledge and understanding of the solution from the end of students. This type of learning approach practically focuses on the mental capacity of the students to solve the queries given by the tutor and not just learn the concepts present in the books. Practical implementation of concepts is initiated in this type of learning approach so as to encourage the students to make use of their brains first and then use book and notes as helping books and do not complete rely on them (Casey, Goodyear, and Armour 2017). This type of teaching pattern involves the development of student centred research approach and investigation that promotes the discussion and metacognitive though process.

Integrative Approach: the integrative learning approach is a learning theory that describes pedagogy to students by using integrative lessons and coaching so as to relate them with the curricula. The integrative approach involves the use of both traditionally separate subjects and modern concepts so as to help the students attain more authentic details about the concepts and knowledge. This type of learning approach provides information to the students about the personal experience of the tutor, while at the same time, this type of approach also motivates the student to attain fresh experiences at more complex level as well (Tondeur, et. al., 2017).

This type of approach let the students see inter as well as intra disciplinary connection with several curricular and co-curricular in the society. This strategy makes the important skill of the students relate to the real world implications so that they get to understand the environment in a more complex level. This type of student helps in connecting several areas of knowledge at the same time by unifying concepts and allows the students to engage in the relevant informative environment and drive their personal experience differently (Kumar 2016).

Reflective Approach: the reflective teaching practice in pedagogy is the phase where is the teacher personally analyse their teaching practice and evaluate the ways in which they can improve their practices so as to derive better results from the end of students in the environment. Under this type of learning format, the teacher considers several points in the environment that they could use to improve their training method and expect better results at the end of students as well. Reflection is the basic way to improve oneself by self-analysing the negative factors and significantly improving them as well. Reflection is considered as an important part of the pedagogical practice because it lets the tutor understand that whether their practices are not getting out-dated in the environment and is there scope of improvement in their practices so as to get better results from students (Korthagen 2016). Personal experience and observations are linked to this type of training. The tutor also link the course content with their personal experience so as to prevent the students from making the mistakes that they made in their past.

Education policy refers to the principles and policies created and implemented by the governing bodies in the educational setting along with the collection of laws and rules that help in governing the education system efficiently. Policies are important to be created and implemented in the educational environment because it establishes the rules and regulations that create standard practices in the environment for quality learning and safety. The policies create a structure for the learning environment so as to develop accountability and responsibility as well. Policy is basically as expectation to implement specific behaviour in the educational environment and provide a day to day guide for successful implementation of righteous practices in the environment (Zembylas 2015).

Further, practice refers to the successful implementation of the theory in the educational environment. Practice refers to the assumption of reading the outcomes received by implementation of theory in the environment. It allows the tutor to test the theory and analyse its effectiveness and accuracy. Practice can be clearly seen as the successful implementation of both theory and policies in the environment. Practice explains about the strategies that one has earned and implemented in the educational setting. Practice can be seen as one step ahead of the theory that tells whether the projected theory or plan would actually be successful in the environment or not (Diller 2018). Thus, there is statement that clearly defines the meaning of theory and practice, that is, ‘there is no difference in theory and practice but in practice there is’. This means that practice is a practical implementation of theory but theory is not as same as practice.

Talking about relationship in all the three aspects, it should be noted that theory refers to the strategies to implement the objective in the educational environment, while practices are the successful implementation of the theories to derive the benefits for the students in environment, policies are the rules and guidelines that make the practices fall on the right track. The relationship between these three aspects is reciprocal and cyclical. All these three aspects align with each other in the educational setting and the environment is incomplete without any one of them not present in it (Standal 2016).

The theories create a format in which the tutors need to work in order to achieve success through their practices. While practices are the practical illustration of the theories defined in the environment. With the change in the environment, theories defined and practices implemented might differ from each other. The role of policies is to guide the practices in an efficient manner about the do’s and don’ts in the environment while coming in the real world scenarios. The practices are made from the theories and completed with the help of policies in the educational environment. Thus, it can be said that an educational environment becomes competent with the successful use of policies, theories and practices in the environment. The practices are the front face of the successful strategies while policies and theory is the back-up that makes the practice successful (Moy, Renshaw, and Davids 2016).

Yes, it can be said that inquiry in practice helps in attaining better understanding of pedagogy. A practice as mentioned above is the practical illustration of the theories defined in the educational setting. It also helps in understanding that whether the policies and theories defined would help in successful implementation of the objective or not. Therefore, inquiry in the practices would help the tutor in understanding the pros and cons of several theories in the environment and how they can prevent the implementation of negative actions in the setting. Inquiry in the practice educational setting would help the tutor in the analysing the drawback in the practices, it would also help in evaluating the action or measure that were helped in environment or impacted negatively (Hickey Moody, and Page 2015).

Inquiry in practice would promote pedagogy because it would welcome reflective learning and inquiry in practice would help the teachers to question their practices and find issues in it. This practice helps in critical thinking of teachers and enhancing their skills and knowledge as well. It encourages the teachers to analyse with the existing theories and policies are effective to achieve the outcomes in the educational environment or not. It helps the teacher in cultivating skills and competencies and then sharing it with the students so that they could gain efficient knowledge in the environment without using wrong practices. Inquiry practice brings curiosity among the individuals so that they could questions the current practices that they are actually implementing in the environment (Peercy, and Troyan 2017).

Inquiry activities implement the tutor promote the students to inquire about the curricula and the course that they are learning. The inquiry scheme introduced by the tutor and delivered to the students would help the students to develop the activity of asking questions in the environment and seeking answers in individual basis. The inquiry in practice enhances the understanding of pedagogy in the educational environment as it helps the teachers in finding answers to several questions and finding best ways to train the students. It deepens the understanding of the teachers to evaluate the concepts find answers from the end of students to increase their knowledge as well. Inquiry activity would also increase the experience of the teachers and make them solve problems that are more complicated (Hannan, Duhs, and Chatterjee 2016).

Resulting in which, refined experience of the tutor would increase their efficiency and would provide better knowledge to the students in classroom setting as well. Lastly, it should be noted that just like inquiry learning method in the pedagogy helps the students to ask questions and find best solutions themselves, similar the teachers would also self-evaluate the practices implemented by them in the educational settings and seek solutions that would help them to deliver the knowledge and information to the students in the best manner. This activity would also promote the engagement of teacher with the pedagogy type of teaching because it would help them to find answers to several questions and then train to the student through the experience earned by them. The inquiry habit would make the teachers competent and would also help them to make the student knowledge equipped as well (Ergas 2017).

Considering own educational setting of management learning, it should be noted that pedagogical learning significantly helps in understanding the concepts in implementing them in the real world environment. The management subject evaluate the analysing of real world scenarios in the educational environment and understanding of the theories to resolve the managerial business problems as well. It should be noted that pedagogical learning for this subject matter helps in enhancing the knowledge by making use of practical examples and case (Warin, and Adriany 2017).

The management in business subject in educational setting covers the topics of business practices and functions in real world environment. In response to which, it is important for the teacher to train the students in such a way that when they practically face the problems then they do not hesitate and find the best solution for it. The pedagogical teaching helps the tutor in explain the concepts to the students by given them examples and illustrating situations using their experience as well. The pedagogic theory and practice in own education setting would help the tutors to complete groom the students by enhances their mental skills. These theories and practices would help the students to ask questions and work hard to find the best solutions as well (Reardon, and Snauwaert 2015).

The inquiry learning pedagogy would help the teachers to develop the curiosity feature in the nature of the students so that they work to find the solution and gain in depth knowledge about the concept in the environment. Secondly, it should also be noted that constructivism learning in own educational setting would help in providing learning to the student by making use of personal instance and situations overcome by the teachers in the their environment. It provides a practical approach of making the students learn new things in the environment (Gibson 2015).

The professional practices have improved in the own educational setting using observation, reflection, evaluation, enquiry and collaboration. The professional practice of teachers in educational setting is influenced by several factors. In pedagogy, the teachers train the student using their personal experience and background. Therefore, it can be said that the teachers needs to constantly improve their behaviour and gain experience so as to train the students through their experience and present details related to current environment. It helps the teachers to refine the practices and stop using out dated practices as well. The pedagogy type of learning motivates the teachers to make use of environment, its features and then train the students accordingly (Tarrant, and Thiele 2016).

In order to make the student learn new things in the environment, the teachers themselves need to increase their observational power and evaluate information to present it to the students. In order to implement pedagogy in their learning practice, the teachers need to themselves understand this type of practice how it increases the efficiency of the student. As this type of practice is related to the observation and analysis of observation, therefore the teachers needs to firstly observe, evaluate and then present it to the student. Once the teachers have applied this type of learning method in the environment, they would motivate the students to use the same so as to improve their knowledge. The reflective learning in pedagogy helped in self-evaluating the teaching methods used and how they can be rectified to attain better experience in the environment (Adams 2016).

Lastly, it should be noted that use of pedagogy in teaching practices helps in making use of current scenario and making use of interactive and inquiry based approach to train the students. Resulting in which, the bookish reading has been converted into practical learning due to which such activity has converted the proficiency of the teachers for the better. The interaction and collaboration helped in increasing the level of communication with other intellectual people in the environment. This type of learning helped in understanding the perception of different types of people in the educational setting and then collectively coming towards result. The inquiry activity developed curiosity in the teachers which motivated the students to ask questions in the environment (Giroux 2018).

This type of learning methods developed the teachers professionally so that they can easily provide knowledge to the student. These practices encouraged the teachers to shift towards practical learning in the environment. Learning through practical activities helped the teachers to provide better understanding of the concepts to the students. Students started getting more comfortable in asking questions and they started learning using examples and experiences which made study more fun and interesting for them (Palaiologou 2016).

Self-evaluation of learning methods used in the educational setting, it should be noted that traditional practices in learning has become obsolete and it is no more effective for teaching to millennial students. With the changing environment, the students have shifted from physical classrooms to virtual rooms and teaching methods, due to which it has become important for the teachers to implement training strategies in the environment that promote an enhanced and practical approach of training the students. Thus, use of pedagogy would help in attracting the students towards practical methods of learning. In the given educational setting, one should make use of constructivism with interactive approach in the educational environment so as to train the student (Edwards-Groves, and Kemmis 2016).

The constructivism training method would help in practical learning method by making use of practical approach in the environment, while interactive approach would help in communicating with other people in the classroom environment and interact about the given topic. This would help the students and teacher to attain perspective of people with different background and then evaluate the solution for the given case. Thus, it should be noted that use of combination of the above mentioned pedagogical approaches would help the student in initially understanding the concept through the perspective of the tutor and then communicating with the classmates with the given concepts so as to understand their behaviour about the concept and the approach through which they analyse the topic. In this way, diversity is appreciated in the environment that welcomes different type of perspectives for the students to analyse and introspect as well. Thus, it should be noted that learning practices could be enhanced by the use of pedagogy in the classroom environment. Such practices would successfully help in achieving desired results in the environment (Hämäläinen 2015).

Conclusion

Thus, in the limelight of above mentioned events, the fact should be noted that the above mentioned report evaluated information about the learning practices in educational setting. The above mentioned report highlighted the changes in the learning pattern implemented in the current environment. The teachers have started using pedagogy in the learning practices so as to attain better results from the end of students. Pedagogy is the type of training method used by the teachers to provide knowledge to the students in a more practical manner. The five types of pedagogy approaches used by tutors are mentioned in the paper. There are three types of tasks are presented in the paper. The task one analyse the definition of the pedagogy and its use and importance in the paper. The learning approaches in the assessment of pedagogy explain the types of pedagogy approaches that teachers use to train the students. The relationship between policy, theory and practice illustrates that policies and theories are the aspects that implement effective practices in the environment. Practices are the real-world implementation of theories in the environment and policies keeps the practices in line. The application of pedagogic theory in real world scenario is described. Thus, it should be concluded that it is crucial to implement pedagogic practices in the environment so as to train the students by making use of practical approaches and real world experiences.

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