The reflection and collegial conversations help identify discrepancies between
actual classroom pedagogy and those that are research - based.
Not exact matches
Although Herbst et al. (2013) found that animations have the same impact on preservice teachers» ability to reason about content and
pedagogy as do video clips, more research is needed on how animations can be used in mathematics methods courses as an alternative to videos of
actual classrooms, how different animation software provide different affordances or constraints for PSTs» reasoning, and how these animations impact PSTs» abilities to reason about students» approaches.
Finally, this study may help teacher educators make the link between critical
pedagogy and implementation in
actual classrooms for practitioners.
Ellsworth (1989) also criticized the literature on critical
pedagogy because of its lack of usefulness in assisting educators to think through and plan improvements in
actual classroom practice.
The inaccessible language of critical
pedagogy made it difficult for practitioners to make links between the rhetoric of critical
pedagogy and its implementation within
actual classrooms (Ball, 2000).
And you can believe that graduates of traditional teacher education programs (who spend 4 to 5 years studying their content area,
pedagogy, learning theories, child development, and gaining experience in school
classrooms working with
actual students and practicing teachers) aren't as «good» as the graduates of elite colleges and universities (who didn't major in education and only get a few weeks of training before entering the
classroom.)
The Report's central conclusion is that, although traditional legal
pedagogy is very effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the
classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for
actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of
actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.10