Using andragogy to teach pedagogy: expecting heutagogy - using against-the-grain teaching practices for desired outcomes

5.00
Hdl Handle:
http://hdl.handle.net/2436/620520
Title:
Using andragogy to teach pedagogy: expecting heutagogy - using against-the-grain teaching practices for desired outcomes
Authors:
Smith, Matt ( 0000-0001-7693-3323 )
Abstract:
This position paper discusses a dichotomy that lies at the heart of Initial Teacher Education – that many of those involved in preservice teacher education identify themselves as social constructivists and espouse personal pedagogical practices that lean towards learner-centrism rather than didactic praxes but are obliged to teach in a rather more transmissionist style due to the exigencies and contingencies of the courses they run. Teaching adults is different to teaching children, but where we are teaching adults to teach children, how do we plot a course between the two extremes? The conclusions are that allowing adults to learn for themselves leads to both more effective learning and better teaching, but that within the parameters of the preservice teacher education courses run at higher education institutions in the UK, teacher educators often have to sacrifice their constructivist principles and anticipate that trainees will fill in the gaps for themselves.
Citation:
M Smith (2017) 'Using andragogy to teach pedagogy: expecting heutagogy – using against-the-grain teaching practices for desired outcomes'. Research in Teacher Education, Vol 7 (No.1). Available at: https://www.uel.ac.uk/Schools/Cass/Research/Research-in-Teacher-Education/Volume-7-No-1-May-2017
Publisher:
The Cass School of Education and Communities, University of East London
Journal:
Research in Teacher Education
Issue Date:
May-2017
URI:
http://hdl.handle.net/2436/620520
Additional Links:
https://www.uel.ac.uk/schools/cass/research/research-in-teacher-education/volume-7-no-1-may-2017
Type:
Article
Language:
en
ISSN:
2047-3818
Appears in Collections:
FEHW

Full metadata record

DC FieldValue Language
dc.contributor.authorSmith, Matten
dc.date.accessioned2017-06-22T08:28:02Z-
dc.date.available2017-06-22T08:28:02Z-
dc.date.issued2017-05-
dc.identifier.citationM Smith (2017) 'Using andragogy to teach pedagogy: expecting heutagogy – using against-the-grain teaching practices for desired outcomes'. Research in Teacher Education, Vol 7 (No.1). Available at: https://www.uel.ac.uk/Schools/Cass/Research/Research-in-Teacher-Education/Volume-7-No-1-May-2017en
dc.identifier.issn2047-3818en
dc.identifier.urihttp://hdl.handle.net/2436/620520-
dc.description.abstractThis position paper discusses a dichotomy that lies at the heart of Initial Teacher Education – that many of those involved in preservice teacher education identify themselves as social constructivists and espouse personal pedagogical practices that lean towards learner-centrism rather than didactic praxes but are obliged to teach in a rather more transmissionist style due to the exigencies and contingencies of the courses they run. Teaching adults is different to teaching children, but where we are teaching adults to teach children, how do we plot a course between the two extremes? The conclusions are that allowing adults to learn for themselves leads to both more effective learning and better teaching, but that within the parameters of the preservice teacher education courses run at higher education institutions in the UK, teacher educators often have to sacrifice their constructivist principles and anticipate that trainees will fill in the gaps for themselves.en
dc.language.isoenen
dc.publisherThe Cass School of Education and Communities, University of East Londonen
dc.relation.urlhttps://www.uel.ac.uk/schools/cass/research/research-in-teacher-education/volume-7-no-1-may-2017en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectandragogyen
dc.subjectheutagogyen
dc.subjectpedagogyen
dc.titleUsing andragogy to teach pedagogy: expecting heutagogy - using against-the-grain teaching practices for desired outcomesen
dc.typeArticleen
dc.identifier.journalResearch in Teacher Educationen
dc.date.accepted2017-03-
rioxxterms.funderInternalen
rioxxterms.identifier.projectUoW220617MSen
rioxxterms.versionAMen
rioxxterms.licenseref.urihttps://creativecommons.org/CC BY-NC-ND 4.0en
rioxxterms.licenseref.startdate2019-07-01en
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