WEEK 1 CONCEPT OF TEACHING In Teaching.pptx

Week 1 concept of teaching

1. PBFI 2043 CONCEPT OF TEACHING WEEK 1

2. Focus Lecture 1 The Meaning of Pedagogy Teaching Paradigm Concept & Definition of Teaching Purpose of Teaching Characteristics of Teaching Teaching Process Types of Teaching

3. What Is Pedagogy?

4. The General Concept of Pedagogy “ William James defined pedagogy as"the art and science of teaching". Curriculum Reform 100 years ago= from management to evaluation ( t&l and classroom based). Schools need to deal with new context and environment; New disciplines and changing fields New knowledge New technology Language and cultural differences Students’ differences Todays pedagogy is very challenging but with the support from new innovation and pedagogy with international links (Conference on Pedagogy 2005).

5. The Definition of Pedagogy Pedagogy came from Greek terms; 1.“  paedos  “, which means ‘son’, 2. and“ agogos “ which means to send and to guide. Therefore the combination of the two terms refer to the literal meaning of the assistant sending male Greek kids to school. While the underlying meaning of the terms can also be reffering to an individual guiding children towards a purpose in life. Acc to Prof. Dr. J. Hoogveled , pedagogy is a knowledge about learning how to guide children towards certain purpose so that they can be independent. Therefore, pedagogy covers education for kids to adolescents. “Pedagogy” also related to another Greek term that is “pedagogue ”, which means an educator or tutor who has the talent or ability to fulfill teaching tasks effectively . Currently pedagogy could be defines as the science and art of teahing with principles and methods and teaching process. Acc to Mok Soon Sang (2002) “pedagogy can be elaborated as one aspect of education knowledge that is related to scientific studies on the principles and methods of teaching, including optimum teaching process. ”

6. What Is TEACHING?

7. Teaching Paradigm Geoffrey Squires (1999) names seven paradigms to explore the number of different views on teaching and their practical consequences. • Teaching as a common-sense activity • Teaching as an art • Teaching as a craft • Teaching as an applied science • Teaching as a system • Teaching as reflective practice • Teaching as a competence

8. 1. Teaching as a common-sense activity (Squires, 1999) There is evidence that humans do have a natural competence to teach which can be observed even with small children. Humans are able to teach others without being trained beforehand ( Papousek & Papousek , 2002). So this seems to be a fundamental human skill that develops very early during childhood. Squires (1999) assumes that the common sense paradigm is based on two different features Firstly, everybody has experience in being taught for a couple of years in life – by observing teachers during childhood and adolescence people believe they have developed an understanding of what teaching is. When it comes to teaching, many people have some idea about it already. Secondly, the things we do in teaching are not very different to things we do in everyday life such as organizing resources, planning events, explaining things to other people, asking and answering questions etc. So what needs to be learned is how to lecture or assess and how to manage a room full of children. It is often assumed that this can be done through a process of trial and error or by being an apprentice to a more experienced teacher. Common-sense knowledge relies on simplified representations of the world.

9. 2. Teaching as an art (Squires, 1999) The art paradigm offers an argument for those that are simply not being able to come up with solid criteria for what makes a ‘good’ teacher. As with the arts a judgement is assumed to be a matter of taste or perspective. The general statement is accepted that one can be a good teacher for one student and a bad one for the other. Teaching is a matter of one’s personal style and as with contemporary art – it is difficult or impossible, to tell whether something is good art = good teaching or no art = bad teaching

10. 3. Teaching as a craft (Squires, 1999) the paradigm of teaching as a craft does call for training. One can demonstrate a craft, imitate its practice, refine it and master it. The craft paradigm sees teacher training from the ‘master and apprentice’ perspective. Those who see themselves as being successful in working in this craft support novice teachers by sharing their experience and thoughts, developing and providing teaching resources and lesson plans based on their own experience, as well as supporting newcomers to acquire skills they themselves have already developed. Teaching skills are acquired by observation and detailed analysis.

11. 4. Teaching as an applied science (Squires, 1999) In its distinct form the applied science paradigm assumes that a teacher’s work involves the application of scientific principles and evidence to practical tasks. It assumes that a teacher relies on research to inform his or her practice. Research is expected to provide the knowledge needed to develop and improve teaching. It is presumed that research investigates and discovers fundamental patterns and consistencies that provide teachers with the evidence needed to intervene in events with a higher degree of confidence. The applied science paradigm requires teachers to consider research knowledge as relevant to their professional work and to engage in practitioner research themselves to inform their work.

12. 5. Teaching as a system (Squires, 1999) The paradigm teaching as a system is often used to address education as whole. On a regional, national or even international level, we refer to the education system as one that sets up rules, curricula, teacher education and employment schemes, educational standards and beliefs. System theory visualizes systems as self-regulated structures composed of regularly interacting or interrelating groups of activity. The system sets standards about what teaching is and how it should look and limits the range of choices the individual teacher has.

13. 6. Teaching as reflective practice (Squires, 1999) The reflective practice paradigm assumes that teaching and learning about teaching are demanding tasks because they centre on complex, interrelated sets of thoughts and actions. In teaching, there is not necessarily one way of doing something, instead a range of actions can be applied to a given task. The teacher is required to search for a balance between perhaps contrary positions or to select from two or more options by considering alternatives. Teaching as reflective practice is assumed to solve classroom problems by asking teachers to disengage temporarily from the immediacy of practice and think about what they are doing and what they are thinking about it

14. 7. Teaching as a profession (Squires, 1999) Professionalism is justified by a social framework, which is characterised by research knowledge and/or practice based standards. This quality is considered important for their representatives being or becoming experts in their field. The social group develops levels of professionalism such as e.g. the Teachers´ Standards. These standards are assumed to set out the characteristics of excellent teachers (Coates, 2011). They set benchmarks for the basic elements of high quality teaching such as subject content knowledge, classroom performance, teaching/learning outcomes, the environment and the ethos to be created in the classroom etc. Teaching as a profession assumes that standards can be established, reached and assessed. It is expected that these standards are reliable structures that can guarantee good quality performance of those called experts in the field (in this case, master teachers).   Source: Geoffrey Squires.1999. Teaching as a Professional Discipline. London:Falmer Press.

15. DEFINITION & CONCEPT of teaching

16. Definitions of Teaching Teaching can be defined as a task or activity being fulfilled together by a teacher and students. Teaching is planned by teachers systematically and thoroughly and is implemented by suitable methodology and techniques. Teaching also involves guiding, encouraging and motivating students to learn and gain knowledge and skills. -Delivering knowledge, skills and values process -covers planning, monitoring, delivering, guiding and evaluating.

17. Teaching Concept An activity/ process which relates to the delivery of certain knowledge and skills. It covers planning, managing, delivering, guiding and evaluating activities.

18. Purpose of Teaching What is the purpose of teaching? To change behavior and attitude through the acquisition of knowledge. An effort to change behaviour through practise / condition/simulation/indoctrination.

19. Acc toThomas F. Green – the purpose of teaching is to change behaviour and students’ attitude through the acquisition of knowledge or new belief. In the teaching process, practise or conditioning activity is an effort to change students’ behaviour . While, teaching techniques or indoctrination is used to disseminate knowledge and new belief.

20. The general teaching concept

21. General Teaching Concept Teaching Behaviour/Attitude knowledge / Belief Threat Exercise/Practise Teaching Propaganda Physical Threat Conditioning Indoctrination Lie

22. Teaching Concept # ROYMOND H. SIMAMORA Teaching is a complex behaviour which involves an integrative usage of components in teaching to deliver teaching messages.   # HIGHET, 1954 Teaching is ‘to be’ not ‘to be created’, emotion and values of a teacher is beyond academic knowledge. That is why teachung is an art not a knowledge.   # GAGE, 1978 Teaching is an art, however it can be only be seen through practise like the art in communicating with students, in organizing and the art in motivating and etc.. # HR IBN ABDIL-BARR Teaching is the best way of sadaqah . Teaching knowledge is to be closer to Allah. 

23. Teaching Characteristics Teachers play roles as educators who teach and students as learners. It is only meaningful when learning takes place Involving mainly instruction, followed by exercises, indoctrination and conditioning. Teaching consists of meaningful words of language and symbols. Teaching activities can be done in a variety of ways: teacher-centered, student-centered, material-based or a combination of. Teaching covers teaching plan, teaching aids and strategies, methods and techniques. Teaching is a two way interaction process between teachers and students in t & l.. Teaching strategy and techniques consist of science and art elements.

24. Teaching Process Teaching activities can be done in a variety of ways: teacher-centered, student-centered, material-based or a combination of.

25. Types of Teaching Curriculum

26. Formal Teaching Curriculum Formal teaching curriculum is where a t& l activity being implemented to achieve the goal and objective of education. It show the reality of a classroom. Every school has a structured curriculum with set of objectives, content and expected outcomes. It is explicit and operational, with certain subjects and grades where teachers’ roles are clearly defined (Ornstein, A.C. & Hunkins , F, 1983) It consists of academic curriculum : - teaching curriculum - operational curriculum

27. Informal Teaching Curriculum Informal Teaching curriculum is unplanned curriculum or unofficial curriculum. It is being managed out of official teaching context. It involves behaviour or attitude and it is not stated or documented explicitly. It consists of unstated rules, convocation, norms or tradition, culture and is designed by factors like socioeconomic status and teachers’ and students’ background. It involves moral value inculcation through teachers’ modeling, or academic curriculum or school culture.

28. Teaching through Co-curriculum Refers to additional activties after the school formal hours. It involves activities like societies, clubs, sports and uniformed bodies run outside the classroom. It is not included in the formal timetable. Students have options to select acc to their preferences ..

29. Conclusion Teaching involves activities in a setting that needs teachers’ and students’ roles to achieve certain objectives in education . These objectives can be achieved through variety of approaches acc to needs.