Framework of Pedagogies - PDF

Pedagogies Framework

What is Pedagogy?
Pedagogy is a
profession or art of
teaching.
It creates
awareness of
knowledge to its
students.
Effective
engagement with
students develops
the students
behavior.
Engag
ed
Attentive
Persistent
Connecte
d
Committe
d

Framework of Pedagogies
Quality
Environment
Intellectual quality
Quality Teaching
Alignment
Quality Staffs

Quality and supportive
classroom Environment
This area has encouraged me for
providing extra curriculum
opportunities for the students.
I will foster community engagement
and events
I will promote philosophical based
learning environment (Reality theory
and lead management)
I shall encourage buddy programs

Intellectual quality
This quality can be developed
through providing situations for
the high order thinking, deep
understanding of the students,
deep knowledge and substantive
conversation

It shall help me in working on data
sets and analysis
I will help me plan the assessment
and data collection methods
I shall take interviews of the students
and give them feedback as well
I will help me in setting goals for my
teaching practise

Quality teaching
alignment
It refers to the practise of coaching and
mentoring; thinking skills, video lesson
library, goal setting and feedback. All
these will help me in improving my way
of teaching the students.
I would play the role of a mentor and a
coach wherever it would be required.

Quality Staffs
Quality Staffs
It would assist me in deepening by knowledge
and routines. The key aspects of quality staffs
are:
Self & Co Verification
Role of the teachers
Communities of practise
Professional interchange programs
Self and Co verification (Brinkmann 2015)
Working collaboratively with the senior
leadership team

Child centered framework
• The child-centered framework is one of the most
important frameworks in the pedagogical context.
• This framework always builds a framework that will
support an urban resilience that will be helpful for the
support of the children.
• This is very important for the development of the
children from all aspects.
• The ideas of human rights should be inserted into the
minds of the children so they can develop properly.
• There are some key ideas relating to this framework.
• These are the sustaining of life in urban communities,
mobilization of the communities effectively; make the
society safe for the children, promotion of integration
so the management can be influenced and many others.
• This framework teaches the children to be resilient.

Social Constructivism
Social constructivism is also a very important framework
in the education for the children. In this framework,
learning for the children has been seen as an active part
rather than a passive activity.
The emphasis is given mostly on the collaboration
between the social and cultural context of learning.
The children have to remember that learning is not just a
matter of gathering the knowledge.
 It is much more than that. This framework says that the
children can be integrated into a community through this
process.
The children should construct the knowledge based on
their own personal experiences.
The cultural factors and the past experiences will be
largely responsible for this. This framework will provide
the multiple representations of the reality.

Active Rationailsm
The third framework is the active rationalism. This
framework stresses on the traditional content for
the human mind from the rational perspectives.
The children should be made oriented to their
curriculum. According to this framework, the
children must understand the necessary factors
related to skills and approaches of learning.
The human learning and thinking is focused mostly
in this framework.
The learning process is generally shaped by the
content of the learning process that the children
should keep in their minds.
The curriculum or the content is given the special
focus in this context.

References:
 Bates, R. (2016). Learning
Theories simplified and how to
apply them to teaching, SAGE
Publications Ltd, London.
 Brinkmann, S. (2015). Learner-
centred education reforms in
India: The missing piece of
teachers’ beliefs. Policy Futures
in Education. 13(3), 342-359.

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