pedagogy

pedagogy is the correct use of teaching strategies.

most teacher educators would acknowledge that there is still a long way to go in ensuring that graduates become great (or at least good) teachers.
Part of the weakness of teacher education has been its relatively weak knowledge base and the paradigmatic differences that have led to weak socialisation effects

4 fundamental principles of productive pedagogy :
1. intellectual quality
2. relevance
3.supportive environment
4. recognition of difference

greater coherence and a firmer, more confident knowledge base to the work of teachers and teacher educators?
Can it help produce better teachers?

INTELLECTUAL QUALITY
Higher order thinking	Are higher order thinking and critical analysis occurring?
Deep Knowledge	Does the lesson cover operational fields in any depth, detail or level of specificity?
Deep understanding	Do the work and response of the students provide evidence of understanding of concepts or ideas?
Substantive conversation	Does classroom talk break out of the initiation/ response/ evaluation pattern and lead to sustained dialogue between students, and between teachers and students?
Knowledge problematic	Are students critiquing and second-guessing texts, ideas and knowledge?
Metalanguage	Are aspects of language, grammar, and technical vocabulary being foregrounded?
RELEVANCE
Knowledge integration	Does the lesson range across diverse fields, disciplines and paradigms?
Background knowledge	Is there an attempt to connect with students’ background knowledge?
Connectedness to the world	Do lessons and the assigned work have any resemblance or connection to real life contexts?
Problem based curriculum	Is there a focus on identifying and solving intellectual and/or real-world problems?
SUPPORTIVE CLASSROOM ENVIRONMENT
Student control	Do students have any say in the pace, direction or outcome of the lesson?
Social support	Is the classroom a socially supportive, positive environment?
Engagement	Are students engaged and on-task?
Explicit Criteria	Are criteria for student performance made explicit?
Self-regulation	Is the direction of student behaviour implicit and self-regulatory or explicit?
RECOGNITION OF DIFFERENCE
Cultural knowledges	Are diverse cultural knowledges brought into play?
Inclusivity	Are deliberate (sengaja) attempts made to increase the participation of all students of different backgrounds?
Narrative	Is the teaching principally narrative, or is it expository?
Group Identity	Does teaching build a sense of community and identity?
Citizenship	Are attempts made to foster active citizenship?

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More broadly, PP principles challenge conventional understandings about what is important and what should be emphasised in teacher education programs. It suggests a re-thinking of what is offered and what is valued. In particular, the principles of PP require teacher educators to address:

1. The overemphasis on classroom environments and processes rather than on substance(bahan) and purposes
2. The relationships between foundational studies, curriculum studies and field experiences which are currently insuffficiently connected
3. The purpose and structure of field experiences which centre too often on practising teaching techniques with relatively little concern for what is being taught and the quality of learning produced
4. The focus on student management relative to student learning, which mistakenly assumes that management should be addressed first and separately
5. The emphasis on syllabus content and constraints of the formal curriculum relative to identifying central concepts and producing depth of understanding.