Process-Oriented Pedagogy: Facilitation, Empowerment, or Control?

Autor/in	Littlewood, William
Titel	Process-Oriented Pedagogy: Facilitation, Empowerment, or Control?
Quelle	In: ELT Journal, 63 (2009) 3, S.246-254 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccn054
Schlagwörter	Outcome Based Education; Learning Processes; Teaching Methods; Individual Development; Accountability; Second Language Instruction + Suchen Sie Ihr Suchwort? Lernerfolgsmessung; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Individuelle Entwicklung; Verantwortung; Fremdsprachenunterricht
Abstract	A feature of language teaching in recent decades has been the development of process-oriented approaches. This orientation towards processes encourages us to facilitate learner choice and individual development. However, it is challenged by the current educational climate, which prioritizes accountability and assessment. In this situation, a new perspective on process orientation has emerged. This perspective focuses not on the processes which occur as part of learning but on the processes which are the intended outcomes of this learning. Discrete features of the communication and learning processes become pre-specified "learning outcomes", which are to be observed and assessed. Outcomes-based education is promoted as a means of empowering learners with the knowledge and skills required for living. However, it is also a powerful instrument for effecting compliance with centralized conceptions of education and can minimize the voices of learners and teachers in the process of education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10