'Pedagogy for Transformability': A Challenge to 'Psychological Prisons' of Fixed Learner Identities and Claims of 'Pedagogic Naivety'? Teachers' Perspectives

Autor/in	Wright, Phil
Titel	'Pedagogy for Transformability': A Challenge to 'Psychological Prisons' of Fixed Learner Identities and Claims of 'Pedagogic Naivety'? Teachers' Perspectives
Quelle	In: FORUM: for promoting 3-19 comprehensive education, 62 (2020) 1, S.19-30 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-8253
Schlagwörter	Self Concept; Elementary School Teachers; Teaching Methods; Teacher Attitudes; Decision Making; Academic Achievement; Transformative Learning; Outcomes of Education; Social Development; Emotional Development + Suchen Sie Ihr Suchwort? Selbstkonzept; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Decision-making; Entscheidungsfindung; Schulleistung; Pädagogische Transformation; Lernleistung; Schulerfolg; Soziale Entwicklung; Gefühlsbildung
Abstract	This article shares the perspectives of 18 primary teachers reflecting on their exploration of a 'pedagogy for transformability'. It highlights the social, emotional and academic impacts of this approach on children, and the pedagogic choices and thinking of the teachers involved in the project. The findings demonstrate the unequivocal potential for a 'pedagogy for transformability' to address many of the current challenges in the education system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01