I’ve been thinking a lot recently about e-learning and pedagogy. I blogged about this earlier this month when I questioned whether there really is e-learning pedagogy or whether what most people are talking about is best practice. I’m really starting to believe that pedagogy is not really what most people are concerned with.
As a teacher, I have a philosophy of teaching. It is on by CV for when I apply for teaching jobs. It has changed – perhaps evolved is a better term – since I started teaching about 8 years ago. My philosophy of teaching has changed during this time as I have developed as a person, as a teacher, as a reflective practitioner and also as a learner.
Underlying the pedagogy that I exhibit in my teaching, is my philosophy of learning. It shapes how I teach and how I believe is best for the learners in my class to learn. My philosophy drives who I am and how I teach.
But it’s not just my philosophy that drives this. I’ve been thinking about our national curriculum and how there is an underlying philosophy from which this has also been written. Consider the key competencies, for example. Relating to others in my view is not going to fit very well into a behaviourist perspective, philosophy or related pedagogy (didactic learning). It well however be promoted more through a social constructivist viewpoint or through the more modern idea of connectivism. Inquiry teaching and inquiry learning is the same, The philosophy underlying the New Zealand Curriculum leans more towards certain pedagogical theories and practices.
It is difficult to think how some teachers can continue to teach in the same ways that they always have and at the same time meet the needs of the curriculum. Steve Wheeler recently blogged about the possibility of us need to progress with modern pedagogies in his post, Shifting Sands. He states that technology is a driver in this as it has affected the way people interact, learn and of course teach.
I wonder whether if teachers don’t move on or our practices evolve, what will we see in the future?Image: Flickr.com – wesleynitsckie / CC-BY-SA