Rethinking what it means to be a teacher through a mixed modality approach

Show simple item record McPhail, Graham en
dc.contributor.editor Tetnabe, J en
dc.contributor.editor Mutch, C en 2020-07-06T23:26:57Z en 2017 en
dc.identifier.isbn 978-1-98-854208-9 en
dc.identifier.uri en
dc.description.abstract For a century or more debates about the central purpose of education have tended to oscillate between two long-standing, apparently contradictory viewsi . In one view, often termed knowledge or subject centred it is argued that education’s purpose is to build students’ intellectual capacity through exposure to certain kinds knowledge; “the best that has been thought and said” (Arnold, 1869/1960, p. 6). In this argument knowledge ‘comes first’. This ‘knowledge’ approach has tended to be associated with a negative static, ‘one-size fits all’ curriculum of unchanging facts taught with a rote learning pedagogy. In the second view, often termed student-centred or progressive, the concern is more with process than content, and the child’s personal social and learning needs come first. Knowledge is secondary and acts as the conduit for realising the innate potential of the student. More recently proponents of this view often suggest that education is not about learning ‘things’ but about ‘learning how to learn’. The teacher becomes a facilitator and ‘co-constructs’ knowledge with the student. en
dc.description.uri en
dc.publisher NZCER en
dc.relation.ispartof Understanding enduring ideas in education: A response to those who 'just want to be a teacher' en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri en
dc.title Rethinking what it means to be a teacher through a mixed modality approach en
dc.type Book Item en
pubs.begin-page 82 en
dc.rights.holder Copyright: The author en en
pubs.end-page 94 en Wellington, New Zealand en
dc.rights.accessrights en
pubs.elements-id 722684 en Education and Social Work en Curriculum and Pedagogy en
pubs.number 5 en
pubs.record-created-at-source-date 2018-01-31 en

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