pedagogy

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pedagogy

 [ped´ah-go″je] (pl. ped·a·go·gy)
the teaching of children; the teacher often has full responsibility for making decisions about what will be learned, how it will be learned, when it will be learned, and determining if it has been learned. See also andragogy.

pedagogy

[ped′əgōj′ē]
Etymology: Gk, pais, child, agogos, leader
the art and science of teaching children, based on a belief that the purpose of education is the transmittal of knowledge.

pedagogy

(pĕd′ŭ-gŏj″ē, -gō″jē) [Gr. paidagogos, an assistant who takes children to school]
The art, sciences, techniques, and professional methods used in teaching, especially the teaching of school-age children.
References in periodicals archive ?
For instance, the language of objectives, outcomes, and competencies, which belongs to conventional pedagogies, guides teachers and students to focus their attention on prespecified aspects of learning.
Other pedagogies recalled favorably tended to be well-aligned with constructivist teaching: flexibility, creative teaching, interdisciplinary learning, thematic teaching, multiple perspectives, a personalized curriculum, and other topics named.
He leaves the reader with no doubt about the power and agency driving sexual ideology in Western society, and the unquestionable relationship between public discourse=sexual literacy and private discourse=sexual illiteracy leaves literacy scholars prepared to incorporate topics of sexuality and difference into our pedagogies.
However, at the same time she tries to avoid the kind of relativism into which Ellsworth and other postmodern Feminist Pedagogies are drawn, and she does not give up her modernist theoretical commitment to the power of grand narratives for reconstruction and creation.
At the same time, many of the "best practices" of interfaith education already embody ideals of critical pedagogies.
The specific learning goals are to: a) evaluate the historical perspective of conventional pedagogy and compare it with interpretive pedagogy; b) critique specific narrative pedagogies by general themes, teacher/student relationships, and strengths and limitations; c) analyze contemporary higher education theory as it supports interpretive pedagogies; d) analyze the impact of contemporary and future nursing practice on curriculum design and use of interpretive pedagogies; and e) create new pedagogical activities in the context of clinical experiences, classroom sessions, and teacher evaluation.
In spite of a strident neoconservative reaction, critical pedagogies remain influential.
That is, it allows for the exploration of theories from higher education to shape and inform nursing education as well as to discover and develop pedagogies for nursing education that shape and are shaped by nursing practice.
Although most contemporary writing centers have developed from a central philosophy about the nature of language and knowledge production, their tutoring pedagogies are often influenced by institutional and social considerations that result in a dichotomy between their philosophies and tutoring practices.
I've also read a number of accounts of alternative theoretical pedagogies, in books like Zavarzadeh and Morton's Theory/Pedagogy/Politics and Maria-Regina Kecht's Pedagogy is Politics, which suggest in strong terms the complicity of poststructuralism with the ruling academic ideologies that reify knowledge (only now in terms of "misreading" or "abyss" rather than the old-New Critical terms "irony" or "metaphor").
ABSTRACT To meet the challenges of rapidly changing health care systems, teacher-scholars are rethinking conventional approaches to education and developing new pedagogies that offer new ways of thinking about and using current approaches.
Feminist teacher education: Applying feminist pedagogies to the preparation of new teachers.