Researching Teaching: Methodologies and Practices for Understanding Pedagogy.

1. Bibliography: Loughran, J. J. (1999). Researching Teaching: Methodologies and Practices for Understanding Pedagogy. London: Routledge. Chapters 1 to 4

2. Pedagogical Experience I

3. Research and practice

3.1. It is necessary to continue forging links between research and practice.

3.2. John Smyth's approach to research clearly demonstrates how working in partnership with schools opens up possibilities for teachers to use initiatives and opportunities in ways that can be most advantageous and beneficial to the local school community.

3.3. There are many barriers for teachers to participate in research, poor structures for communicating research, and incentives, so the spirit of inquiry is not transmitted to students.

3.4. It is necessary to create a direct influence on the research, so that it directly deals with classroom topics and teachers find useful and flexible approaches.

3.5. The kind of idea and advice one gives teachers depends in part on what the teaching looks like.

3.6. Teaching has elements of a craft, a science and an art, each of which have different implications for attempts to improve classroom practice.

3.7. Traditional teaching culture frames teaching primarily as a trade, with new teachers needing knowledge of what to do and how to do, in a variety of common classroom situations.

3.8. This culture is suspicious of attempts to turn teaching into a science, through the practice of empirical research and theoretical development that explains and predicts successful practice.

4. The classroom as an educational context

4.1. Teaching work begins with a comprehensive overview, while interacting with many factors and getting to know your classroom.

4.2. The primary role of the teacher means new findings for teaching, creating new ideas and possibilities.

4.3. Importance of understanding and articulating specialized knowledge of teaching.

4.4. Importance and value that defy stereotypes in the classroom and possible outcomes.

4.5. Teaching approaches that value personal learning from experience find meaning for their own science or teacher training classrooms.

4.6. The physical environment of human beings provides experiences that people in different geographic locations may not find.

4.7. Improving classroom learning requires both artisanal and scientific knowledge, but the complexity of classroom teaching means that it also has elements of an art.

4.8. There are some aspects and examples of specialized teaching that are highly creative. and they cannot be coded and taught in advance.

4.8.1. Table 4.4 Teaching principles for quality learning (Mitchell and Mitchell, 1997, p. 114)

4.8.2. 1 Share intellectual control with students.

4.8.3. 2 Find times when students can solve some (or all) of the content or instructions.

4.8.4. 3 Provide opportunities for independent choice and decision making.

4.8.5. 4 Provide a wide range of ways to experience success.

4.8.6. 5 Promote conversation that is exploratory, tentative, and hypothetical.

4.8.7. 6 Encourage students to learn from other students' questions and comments.

4.8.8. 7 Build a classroom environment that supports risk taking.

4.8.9. 8 Use a wide variety of intellectually challenging teaching procedures.

4.8.10. 9 Use teaching procedures designed to promote specific aspects of quality learning.

4.8.11. 10 Develop students' awareness of the big picture: how the various activities combine and link to the big idea.

5. Understanding of pedagogy

5.1. We must think about our own experiences, before teaching.

5.2. Our knowledge is important, but the most important thing is knowing how to apply it.

5.3. Teachers have learned to trust educational ideas that come from outside the profession and have brought about significant change.

5.4. New approaches with understanding require: adaptation, time for new ideas to emerge, and support.

5.5. Teaching is demanding because increasing knowledge is limited.

5.6. The lack of pedagogy is attributed to the absence of research on the effective methods and techniques of the educator.

5.7. Pedagogy describes relational values, personal commitment, pedagogy, climate, the world of total life and especially the norms of life with children at school, at home and in the community.

5.8. As an academic discipline, pedagogy problematizes the conditions of educational practices and aims to provide a knowledge base for professionals who must deal with childhood, its difficulties, trauma and parenting problems.

5.9. The central idea of ​​pedagogy is the norm of distinguishing between what is appropriate and what is less appropriate for students and what are the appropriate ways of teaching and assisting children and young people.

5.10. We need to rescue the language of pedagogy and develop their practice at the service of our children, for the good of our students we teach.

5.11. The pedagogue's approach and teaching practice can be "unpacked" and "defined"

6. Teaching and research

6.1. An important way to conceptualize research is to consider looking for answers to questions.

6.2. Investigating teaching, questions are important in the teaching and learning environment.

6.3. The research approach (method) depends on the questions and the type of evidence (regardless of the form: quantitative, qualitative, or both) one might consider appropriate and useful in answering those important questions.

6.4. Research teaching gives focus and needs to be recognized and understood.

6.5. Teachers are the end users and producers of knowledge.

6.6. Examining teaching and its impact on learning: How can we help our students become active learners (instead of remaining passive)?

6.7. Research in teaching always seeks to solve a problem because of this, it includes design and new approaches to achieve change. To investigate teaching is to teach more effectively in broader contexts. Investigating teaching is valuable because knowledge can be documented and disseminated in creative and interesting ways.

6.8. In research literature, this is easily demonstrated in teaching: If your perspective as a researcher is results, or results-based, then everything the teacher does seems to have consequences for the effectiveness of the classroom. If you consider teachers as rational actors, then teachers may make decisions from one moment to the next. If you are concerned with the subject of reflective teaching, you will see primarily teachers operating at various levels of effectiveness in their classrooms.

6.9. If you seek the presence of moral values ​​in teaching, then everything the teacher does seems to have moral meaning; our interpretive framework seems to explain our perception.