- Title
- Improving the learning experience
- Creator
- Sellars, Maura
- Relation
- Authentic Contexts of Numeracy: Making Meaning across the Curriculum p. 57-74
- Relation
- https://www.springer.com/gp/book/9789811057342
- Publisher
- Springer
- Resource Type
- book chapter
- Date
- 2018
- Description
- The critical factor in the very human interaction that occurs in classrooms in the teaching and learning context is pedagogy. What is done, how it is done and by whom has an enormous impact on the capacity of students to learn. Teaching is a moral, value-laden activity within which there is a considerably disproportionate balance of power (Campbell, 2007). Whilst teachers’ work is complex and challenging, it must also be professionally evolving and sensitive the learning needs of the students. There are justice issues embedded in every comment, gesture, decision and response made to every student (Newman & Pollnitz, 2002). Teaching in itself is an act of trust between the teacher, the general community, the parent body and the students themselves (Thompson, in Campbell, 2007: 104). Currently, professional teacher culture is being reshaped in the light of increasing diversity in classrooms, the increasing rate of change, the educational role played by authentically integrated technological materials, the increasing demands of education in the twenty first century and the overall impact of globalisation (Angus, 2007). The traditional roles of teachers as the unchallenged providers of all knowledge have given way to a wider understanding of teachers as facilitators and mentors of student learning in all but the most conservative or most traditional parts of the education system. As the roles of teachers change, so must the reciprocal roles of the students. In all but the most authoritarian classrooms, students are increasingly able to develop their own strategies, knowledge and concepts in collaboration with their teachers and peers. This not only gives the learners more responsibility for their own learning but also alters the nature of the teacher–student interactions, so they become less transmissive and increasingly transactional and transformative (Wink, 2011).
- Subject
- classrooms; teaching and learning; student learning; facilitators
- Identifier
- http://hdl.handle.net/1959.13/1409082
- Identifier
- uon:35940
- Identifier
- ISBN:9789811057342
- Language
- eng
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