A Response from Japan to TLRP's Ten Principles for Effective Pedagogy

Autor/in	Abiko, Tadahiko
Titel	A Response from Japan to TLRP's Ten Principles for Effective Pedagogy
Quelle	In: Research Papers in Education, 26 (2011) 3, S.357-365 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
Schlagwörter	Stellungnahme; Informal Education; Economic Status; Well Being; Foreign Countries; Teaching Methods; Student Rights; Self Determination; Empowerment; Knowledge Level; Brain; Scientific Research; Scaffolding (Teaching Technique); Self Evaluation (Individuals); Evaluation Methods; Interpersonal Relationship; Educational Technology; Teacher Collaboration; Inservice Teacher Education; Prior Learning; Student Evaluation; Japan + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Well-being; Wellness; Wohlbefinden; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstbestimmung; Wissensbasis; Gehirn; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Unterrichtsmedien; Lehrerkooperation; Lehrerfortbildung; Vorkenntnisse; Schulnote; Studentische Bewertung
Abstract	This article comments upon James and Pollard's contribution in comparison with perspectives on pedagogy in Japan, where the concept has tended to be discredited by academics. TLRP's clusters of 10 principles are reviewed and found to be persuasive and meaningful, especially in relation to the following points: the emphasis on recognising children's right to determine their future; the stress on "empowering" rather than "effectiveness" of school education; the valuing of abstract knowledge beyond the practical context; "cautious optimism" about the potential to apply brain science to education; the unique value of "scaffolding" in human learning; the proper role of self-evaluation by learners in assessment; the emphasis on making meaning in the interaction between internal desires and external context; the important role of "Kizuna", i.e. human ties or bonds, as a variable mediating between achievement and the economic status of children; the essential function of "informal education" out of school, especially the role of ICT; the emphasis on the importance of "lesson study" in in-service education for teachers; and the argument for more decentralisation of educational administration to respond directly to people's voices. Japan should learn from this contribution in its search for effective pedagogy to support learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10