Why Educators Should Bring an End to Pedagogy

Webster, R. Scott

doi:10.14221/ajte.2009v34n1.4

Cited by 9 publications

(6 citation statements)

References 26 publications

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“…Aspirational codes of ethics in Australian States and Territories do provide some descriptions of how teachers ought to demonstrate values of integrity, respect, justice and so on but greater provision for teachers to dialogue with and interrogate ethical purposes of education in professional, undergraduate and postgraduate arenas will be important to achieve the current agendas of raising quality in teaching (Boon, 2011) and bringing greater educational merit to the work of teachers (Webster, 2009). …”

Section: Discussionmentioning

confidence: 99%

Codes of Ethics in Australian Education: Towards a National Perspective

Forster¹

2012

AJTE

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Section: Discussionmentioning

confidence: 99%

Codes of Ethics in Australian Education: Towards a National Perspective

Forster¹

2012

AJTE

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“…In existing research there appears to be a tendency for the concept of pedagogical leadership to be understood more narrowly and to be used as a set of collective activities where facilitators of learning, not necessarily the ones who hold formal leadership roles, are responsible for students' learning experiences (Sergiovanni 1996(Sergiovanni ,1998Biesta and Miedema, 2002;Webster, 2009;Harris, 2009;Hoy and DiPaola, 2010;Emira, 2010;Heikka and Waniganayke 2011). Jappinen and Sarja (2011: 64-65) did extend the term by identifying "distributed pedagogical leadership" as:…”

Section: Introductionmentioning

confidence: 99%

Pedagogical leadership in action: two case studies in English schools

Male¹,

Palaiologou²

2016

International Journal of Leadership in Education

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This paper explores the construct of pedagogical leadership in action in two case study schools in England. Both schools investigated had headteachers who were recognised as excellent practitioners who had led their schools from a failing position to being judged as 'outstanding' and had successfully sustained and extended this status. Their behaviours thus corresponded to the ideals of pedagogical leadership which had been developed in previous research by the authors. This approach is an extension of ideas pertaining to learner-centred leadership where the key focus is on the personalisation of education for the benefit of the learner. Pedagogical leaders take this further, however, and ensure they are equally responsibile to the local community and the larger education system when determining appropriate action to support learning in their schools. The research reported here is based on interviews conducted with members of the school community (including students) to establish to how these pedagogical leaders determine effective action. The examination of data identifies six categories of leadership activity which contribute to the continued growth of these schools: establishing a success culture, managing external expectations, selection and induction of staff, managing a robust supportive environment, sustaining effective internal relationships and headteacher leadership behaviour.

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“…whereas another perspective considers the goal of schools as "to teach the constantly changing aspects of life, rather than stable and conventional standards in a society" (Neill, 1990; cited in Kiraz, Demir, Aksu, Daloglu, &Yildirim, 2010).The aims of education were also discussed by Webster (2009) from a Deweyan perspective and focusing on 'personhood of the learner' is emphasized as the runner of the curriculum. He asserted that the learners should be seen as social beings and aims should primarily be designed to feed these social beings, rather than emphasizing the benefits of teaching only for effective learning or transmitting knowledge (Webster, 2009). This point of view was also emphasized by the teachers participated in the current study as most of them suggested the view "furnishing students with knowledge that facilitates their liberation process" in concern with the instruction function of schools.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Analysis of the Goals of 21st Century Primary Schools Based on Class Teachers’ Opinions

Adıgüzel

Ergünay

Dalioglu

2016

TOJQI

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Serving to seed decency in children's manners in society, to help them adopt new habits and to expand their social skills and emotional features, the functions of primary schools are of great importance in building the society. Thus, the purpose of this study is to describe the goals and functions of 21 st century primary schools based on the opinions of primary schools teachers. The study is conducted as part of an international research project. The research is designed as a qualitative study in order to describe the functions of primary schools from the perspectives of primary school teachers. In the study, the data is collected through semi-structured interviews from 20 volunteer primary school teachers working at different levels of primary schools located in Eskisehir, Turkey. Criterion and convenience sampling which are both categorized under purposeful sampling are used in determining the participants. The data obtained from the interviews is analysed through content analysis and the findings are presented under each

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Why Educators Should Bring an End to Pedagogy

Cited by 9 publications

References 26 publications

Codes of Ethics in Australian Education: Towards a National Perspective

Codes of Ethics in Australian Education: Towards a National Perspective

Pedagogical leadership in action: two case studies in English schools

Analysis of the Goals of 21st Century Primary Schools Based on Class Teachers’ Opinions

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