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ERIC Number: EJ1122023
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Competent Students and Caring Teachers: Is a Good Pedagogy Always the Best Pedagogy?
Teachers and Curriculum, v13 p91-96 2013
Teachers' decisions about pedagogy are informed by a range of educational discourses. These discourses constitute particular kinds of teaching practices and teacher-student relationships in ways that are not immediately obvious. When a particular pedagogy becomes accepted as best practice and it produces desired learning outcomes for the majority of students, it becomes harder to interrogate the underlying assumptions that support it. Even more difficult might be to consider how the practice might disadvantage some students. This article demonstrates the use of a discursive approach to thinking about pedagogy that draws on Foucault's ideas about critique. An analysis of two teachers' rationalisation of their practice is offered in order to demonstrate how dominant educational discourses can close down access to thinking about practice outside those discourses in the moments of everyday decision-making. It is claimed that momentarily disturbing taken for granted practices, in the manner Foucault (1981) suggested, can help teachers to consider more broadly the implications of their chosen pedagogy on the development of students' key competencies.
Descriptors: Caring, Teaching Methods, Criticism, Teacher Student Relationship, Best Practices, Decision Making, Teacher Attitudes, Discourse Analysis, Outcomes of Education, Reflective Teaching, English Instruction, Secondary School Students, Learning Activities, Focus Groups
Wilf Malcolm Institute for Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: firstname.lastname@example.org; Web site: http://tandc.ac.nz/tandc
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A