General Pedagogy

N. Endeley, A. Zama

Description

General Pedagogy: A Guide to Effective Teaching demystifies the scientific art of teaching by providing facts, principles and concrete examples in real life situations such that neither the novice teacher who peruses it will stutter in front of students on the first day of school, nor will the experienced teacher write and execute the same old lesson plans on that day. �The best teachers are those who show you where to look but don�t tell you what to see,� is a popular quote attributed to Alexandra K. Trenfor, which aptly summarises the kind of teachers this book intends to produce when used as a teacher training resource. Real teachers facilitate learning; they do not simply tell learners the answers to their questions and concerns. Accordingly, the authors take the readers through well-researched themes in the academic discipline of teaching wherein they present, analyse and discuss pertinent issues. Although they provide useful suggestions for teaching success, the authors encourage teachers to interpret facts, ideas and suggestions presented against the sociocultural contexts of their practice. The materials are presented creatively while adding a personal touch, intended to facilitate effective and efficient learning. For coherence and better comprehension, the book has been carefully crafted in eighteen chapters lodged in six parts. The first part introduces the reader to the concepts of teaching and teaching effectiveness. The theoretical underpinnings of these concepts are brought out in the second part which paves the way for the third part that describes generic teaching approaches, strategies and methods. Part four and five comprise essential teaching skills and teaching tools for the 21st century while part six wraps up with the transition from teacher training laboratories to classrooms in the real world. The last two chapters intentionally prepare the teacher to overcome challenges of professional work in contemporary African classrooms.

Sujets

• Education

Informations

• Publié par: Spears Media Press
• Date de parution: 14 février 2023
• Nombre de lectures: 0
• EAN13: 9781957296067
• Langue: English
• Poids de l'ouvrage: 9 Mo

Extrait

GENERAL PEDAGOGY
General Pedagogy
A Guide to Effective Teaching
Martha A. Zama & Margaret N. Endeley
S PEARS B OOKS A N I MPRINT OF S PEARS M EDIA P RESS LLC 7830 W. Alameda Ave, Suite 103-247 Denver, CO 80226 United States of America
First Published in the United States of America in 2023 by Spears Books www.spearsmedia.com [e-mail] Information on this title: www.spearsmedia.com/general-pedagogy
© 2023 Martha Zama & Margaret Endeley All rights reserved.
No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law. For permission requests, write to the publisher, addressed “Attention: Permissions Coordinator,” at the above address.
ISBN: 9781957296050 (Paperback) ISBN: 9781957296067 (eBook)
Spears Media Press has no responsibility for the persistence or accuracy of urls for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
Designed and typeset by Spears Media Press LLC Cover designed by D. Kambem
Distributed globally by African Books Collective (ABC) www.africanbookscollective.com
To our first and greatest pedagogues, Catherine and George ASHUNTANTANG & Hilda and David ENDELEY
About the Authors

M artha M. A. Zama obtained a Bachelor of Science in Education/Zoology and Master of Education in Curriculum and Methodology degrees from the University of Nigeria Nsukka, and a PhD in Curriculum Studies and Teaching from the University of Buea. After 15 years of secondary school teaching in Nigeria and Cameroon, she moved to the Ministry of Higher Education in Cameroon serving primarily as a member of the university administration, and an adjunct lecturer in teacher education establishments and departments at the universities of Buea and Bamenda, spanning various periods. For 23 years, she taught courses in Curriculum and Pedagogy at both undergraduate and graduate levels and co-supervised several M. Ed dissertations. Commitment and passion for teaching opened her up to several opportunities as a participant and resource person in local, and national curriculum and teaching workshops, conferences, and commissions. Notably, she served as national vice-president of the scientific committee during the development of the 2018 Cameroon primary school curriculum. She is now retired from administrative duties and close to 40 years of classroom teaching but continues to work as an independent scholar.

M argaret Nalova Endeley is a full Professor of Curriculum Studies and Teaching. Her passion for teaching has paid off with 28 years of a rich teaching career in Cameroon. She has taught across levels, from secondary to Higher Education. She has a diploma in English Modern Letters from the Higher Teacher’s Training College annex in Bambili; a Bachelor’s degree in English Modern Letters from the University of Yaoundé; a Master’s degree and a PhD in Curriculum Studies and Teaching from the University of Buea, Cameroon. Her research interest areas include teacher education, pedagogy, inclusive education and more recently peace education. She has published extensively and presently she is Dean of the Faculty of Education, University of Buea. She is a mother of three adult children.
BRIEF CONTENTS
PART ONE SETTING THE STAGE
CHAPTER 1 The Concept of Teaching
CHAPTER 2 Teacher and Teaching Effectiveness
PART TWO THEORETICAL FOUNDATIONS OF TEACHING
CHAPTER 3 Theories of Learning and Teaching
CHAPTER 4 Psychological Factors in Teaching and Learning
PART THREE TEACHING APPROACHES
CHAPTER 5 Teaching Approaches and their Levels of Operation
CHAPTER 6 Teacher-Centred Strategies and Methods of Teaching
CHAPTER 7 Learner-Centred Strategies and Methods of Teaching
CHAPTER 8 Innovative Teaching Strategies and Methods
PART FOUR TEACHING SKILLS
CHAPTER 9 Lesson Planning
CHAPTER 10 Lesson Delivery Skills
CHAPTER 11 The Art of Questioning
CHAPTER 12 Classroom Management
CHAPTER 13 Assessment and Evaluation in the Classroom
PART FIVE TEACHING TOOLS
CHAPTER 14 Basic Instructional Materials and Resources
CHAPTER 15 Advanced Instructional Materials and Resources
PART SIX TOWARDS PROFESSIONAL PRACTICE
CHAPTER 16 Microteaching, Teaching Practice And Reflective Teaching
CHAPTER 17 Constraints and Possibilities in African Classrooms
CHAPTER 18 Appropriate Pedagogies for Classrooms Today
Appendix A
Glossary
Bibliography
Index
CONTENTS
Preface
Acknowledgements
PART ONE: SETTING THE STAGE
CHAPTER 1 The Concept of Teaching
Learning Objectives
Teaching as an Activity
The Teaching Process
Teaching as an Academic Discipline
Teaching as a Profession
Essential Characteristics of a Profession
The Roles of a Professional Teacher
The Teacher as an Instructor
The Teacher as a Parent Figure
The Teacher as a Counsellor
The teacher as a model of excellence
Concepts Related to Teaching
Education
Learning
Teaching-Learning process
Instruction
Training
Pedagogy
Andragogy
Didactics
Learning to Teach
A Model of Teacher Development
Implications of a developmental model for learning to teach
Questions For Revision and Consolidation
Field Experience and Practice Activities
CHAPTER 2 Teacher and Teaching Effectiveness
Learning Objectives
Overview of Research on Teacher and Teaching Effectiveness
Evolution of the Concepts of Effective Teachers and Effective Teaching
Principles for Effective Teaching
Lesson Clarity
Expert use of Instructional Materials and methods
Task orientation
Enthusiasm
Communicating Lesson Objectives
Orderly presentation
Focus on High learner-performance
Monitoring understanding and providing feedback
Providing for practice
Adapting instruction to student needs
Characteristics and Competencies of Effective Teachers
Richard Arend’s views on Effective Teachers
Smith’s Competencies of Effective Teachers
Danielson’s Skills of Effective Teachers
Promoting Teaching Effectiveness
Questions for Revision and Consolidation
Field Experience and Practice Activities
PART TWO: THEORETICAL FOUNDATIONS OF TEACHING
CHAPTER 3 Theories of Learning and Teaching
Learning Objectives
Educational Thinkers
Johann Friedrich Herbart (1776-1841)
Johann Heinrich Pestalozzi (1746-1827)
Maria Montessori (1870-1952)
Friedrich Froebel (1782-1852)
John Dewey (1859-1952)
Learning Theories
Behaviourism
Basic Principles in Classical Conditioning
Variables in Classical Conditioning
Edward Thorndike’s Connectionism/Trial and Error Theory
General Implications of Thorndike’s Theory
B.F. Skinners - Operant Conditioning
Cognitive Learning Theories
Social Cognitive Theory
Jean Piaget’s Theory of Cognitive Development
Jerome Bruner’s Theory of Cognitive Development
Bruner’s Theory of Instruction
Scaffolding
The Gestalt Theory
The Four Laws of Organisation
Constructivism
Jerome Bruner’s Constructivist Theory
Humanistic Theories
The Hierarchy of Needs
Theories of Instruction
Benjamin Bloom’s Mastery Learning
Elements of Mastery Learning
Robert Gagne’s Conditions of Learning
Charles Reigeluth’s Elaboration Theory
John Keller’s Arcs Theory of Motivation
Howard Gardner’s Multiple Intelligences
Implications of Multiple Intelligence to Teaching
CHAPTER 4 Psychological Factors in Teaching and Learning
Learning Objectives
Motivation
Motivation Types
Theories of Motivation in Learning
Readiness and Maturation
Factors Influencing Readiness to Learn
Strategies to Ensure/Improve Learner’s Readiness
Attention and Perception
Importance of Attention
Types of Attention
Characteristics of Attention
Perception
Adjustment
Factors that Enhance Maladjustment
Individual Differences and Learner Diversity
Facets of Learner Diversity
Managing Diversity in the Classroom
General Principles of Learning
Principles of Learning
Approaches to Learning and Orientation to Studying
PART THREE: TEACHING APPROACHES
CHAPTER 5 Teaching Approaches and their Levels of Operation
Learning Objectives
Dichotomous Classifications of Teaching Approaches
Direct and indirect instruction
Teacher-centred and Learner-centred approaches
Deductive teaching and Inductive teaching
Individualised and Differentiated Instruction
Levels of a Teaching Approach and their Relationships
Teaching model
Teaching strategy
Teaching method
Teaching technique
Teaching skill
Teaching style
Classification of Teaching Models
Information processing
Social Interaction
Behavioural
Personal
Classification of Instructional (Teaching) Strategies
A Continuum of Instructional Strategies (From Teacher-Centred to Student-Centred
Direct instruction
Inductive instruction
Social instruction
Independent instruction
Classification of Teaching Methods
Selecting Strategies and Methods for Classroom Instruction
Criteria for Choosing Teaching Methods
Lesson Objectives
Subject matter
Learner characteristics
Availability of resources
Available time
Teacher’s level of expertise
Questions for Revision and Consolidation
Field Experience and Practice Activities
CHAPTER 6 Teacher-Centred Strategies and Methods of Teaching
Learning Objectives
The Lecture Method
Characteristics
Planning and Delivering the Lecture
Strengths of the lecture method
Weaknesses of the lecture method
Explicit Teaching
Elements of explicit teaching
Planning for explicit teaching
Conducting explicit teaching lessons
Strengths of explicit teaching method
Weaknesses of explicit teaching method
Demonstration M