Pedagogy and A-level teaching Mary Webb King’s College London

What is Pedagogy? The art or science of being a teacher Alexander, 1992 Two facets of pedagogy: –Teaching methods –Pupil organisation Content and pedagogy are indissolubly linked Broad framework of educational practice

Teachers’ knowledge bases - categories of knowledge (Shulman 1987) content knowledge general pedagogical knowledge Teaching approaches, classroom management curriculum knowledge schemes of work, resources etc pedagogical content knowledge knowledge of learners and their characteristics knowledge of educational contexts groups, classes, school and wider community knowledge of educational ends, purpose and values and their philosophical and historical grounds.

Pedagogical content knowledge "that special amalgam of content and pedagogy that is uniquely the province of teachers, their own special form of professional understanding." (Shulman 1987) p.8)

Pedagogical content knowledge "Pedagogical content knowledge refers to knowledge about a topic that enables improved teaching of that discipline. In science such knowledge involves an understanding of the ideas students bring to class, the context in which students apply their science knowledge, and the multiple models of the same topic used by students and experts in the various contexts of application. “ (Linn and Hsi (2000) p. 337).

Transformation of knowledge within teachers’ pedagogical reasoning (adapted from Webb 2002)

Model of pedagogical reasoning Cycle of processes Informed by: –knowledge –ideas, values and beliefs that teachers use to prioritise and select from their knowledge-base and to justify their decisions.

Aspects of formative assessment adapted from a framework developed by Black and Wiliam (2009) Where the learner is going Where the learner is right now How to get there Teachers A Clarifying and negotiating learning intentions and criteria for success B Engineering effective discussions and other learning tasks, including those using digital media, that elicit evidence of student understanding C Providing feedback that moves learners forward Peers D Activating students as instructional resources for one another –peer support, peer feedback LearnersE Activating students as the owners of their own learning

References Alexander, R. (1992). Policy and Practice in Primary education. London: Routledge. Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21, doi: /s Linn, M. C., & Hsi, S. (2000). Computers, teachers, peers: science learning partners. London: Erlbaum. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), Webb, M. E. (2002). Pedagogical reasoning: issues and solutions for the teaching and learning of ICT in secondary schools. Education and Information Technologies7, 7( 3),