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ERIC Number: EJ801968
Record Type: Journal
Publication Date: 2008-Aug
Pages: 7
Abstractor: As Provided
ISSN: ISSN-1470-3297
Unlearning How to Teach
McWilliam, Erica
Innovations in Education and Teaching International, v45 n3 p263-269 Aug 2008
The twenty-first century demands not only that we learn new forms of social engagement but also that we "unlearn" habits that have been useful in the past but may no longer be valuable to the future. Teachers have "un-learned" the role of "Sage-on-the-stage" as the dominent model of teaching, and the shift to "Guide-on-the-side" has served an important function in changing the focus of pedagogy from the teacher to the learner. However, "Guide-on-the-side" is no longer sufficient for our times. This paper argues the importance of a further shift to "Meddler-in-the-middle". "Meddler-in-the middle" positions the teacher and student as mutually involved in assembling and dis-assembling cultural products. It re-positions teacher and student as co-directors and co-editors of their social world. "Meddler-in-the-middle" challenges more long-term notions of "good" teaching in a number of ways. Specifically, it means: (1) less time giving instructions and more time spent being a usefully ignorant co-worker in the thick of the action; (2) less time spent being a custodial risk minimiser and more time spent being an experimenter and risk-taker; (3) less time spent being a forensic classroom auditor and more time spent being a designer, editor and assembler; (4) less time spent being a counsellor and "best buddy" and more time spent being a collaborative critic and authentic evaluator.
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Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A