ERIC Number: EJ1105327
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Making Pedagogical Adaptability Less Obvious
Vagle, Mark D.
Theory Into Practice, v55 n3 p207-216 2016
In this article, I try to make pedagogical adaptability a bit less obvious. In particular, I use some post-structural philosophical ideas and some concepts at the intersections of social class and race to re-interpret Dylan Wiliam's conception of formative assessment. I suggest that this interpretation can provide opportunities to resist the urge to treat adaptability as only a technical teaching practice; to experience adaptability as a dynamic, complicated, and reciprocal relationship between teacher and student, rather than something that only the teacher invokes; and to explore some of the complex ways in which adaptability is socially-classed in classrooms.
Descriptors: Instructional Innovation, Teaching Methods, Teaching Models, Social Class, Race, Formative Evaluation, Teacher Student Relationship, Educational Practices, Educational Philosophy, Phenomenology, Fundamental Concepts
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A