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dc.contributor.authorSmith, Matt
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, 7 (1), pp 13-18.
dc.identifier.issn2047-3818
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.
dc.formatapplication/pdf
dc.language.isoen
dc.publisherThe Cass School of Education and Communities, University of East London
dc.relation.urlhttps://www.uel.ac.uk/research/research-in-teacher-education/volume-7-no-1-may-2017
dc.subjectandragogy
dc.subjectheutagogy
dc.subjectpedagogy
dc.titleUsing andragogy to teach pedagogy: expecting heutagogy - using against-the-grain teaching practices for desired outcomes
dc.typeJournal article
dc.identifier.journalResearch in Teacher Education
dc.date.accepted2017-03
rioxxterms.funderUniversity of Wolverhampton
rioxxterms.identifier.projectUoW220617MS
rioxxterms.versionAM
rioxxterms.licenseref.urihttps://creativecommons.org/CC BY-NC-ND 4.0
rioxxterms.licenseref.startdate2019-07-01
dc.source.volume7
dc.source.issue1
dc.source.beginpage13
dc.source.endpage18
refterms.dateFCD2018-10-19T09:01:27Z
refterms.versionFCDAM
refterms.dateFOA2018-07-18T14:05:51Z
html.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.


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