A couple of things kept coming up for me as I completed the readings for tomorrow night's class.
1) It seems that pedagogical practices flow from epistemological notions. For example, those who engage in or advocate for constructivist learning environments do so because they believe that knowledge is constructed. However, it seems that the work of teacher education programs centers almost exclusively on pedagogical practices without adequately addressing the epistemological underpinnings of such practices. What can teacher education programs do to address this disconnect? Is it worthwhile to address this disconnect considering that the pedagogical practices in most schools are reflective of the "knowledge is transferable" model?
2) Wheatley states that "Learning in considered the neutralization of perturbation..." Do non-constructivst models produce a pseudo neutralization or pseudo learning? How does this idea connect to the notion of "problematizing the situation",, which is often central to the work of critical pedagogues?
Judy
1 comment:
Judy, i agree with you about the teacher education. What Wheatley espouses would radically alter all of education, and there would have to be a major reteaching of teachers for it to even have a hope of working.
Alos, if there is proff that this type of learning works for studnets, then why is the behaviorist view of education still being pushed in schools of education and by politicians and policy makes in the form of curriculum and testing or other assessment?
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