Education/Pedagogy and its Perspective

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Education/Pedagogy and its Perspective by Mind Map: Education/Pedagogy and its Perspective

1. States that

1.1. The functionalist approach to the positive functions of education

1.1.1. The creation of social solidarity

1.1.2. Teaching core values

1.1.3. job skills

1.1.4. and the assignment of roles / meritocracy

2. positive functions that education performs:

2.1. Create social solidarity

2.1.1. Teaching skills needed for the job

2.1.2. Teach people core values

2.1.3. and role assignment and meritocracy.

3. First

3.1. It's based on

3.1.1. Emile durkheim The school is a miniature society For example

4. Second

4.1. is based on The School

4.1.1. The School people learn the various skills necessary to make this happen A student learns general subjects another level of education learn advanced subjects and specialized for professional life.

5. Third

5.1. Talcott Parsons

5.1.1. The education acts as the "focal socializing agency in modern society" A school is a micro-sociality that helps people to socialize

6. The last

6.1. Education

6.1.1. assign people to the most suitable job or their talents through exams and califications.

7. Contemporary theoretical perspectives on education

7.1. Lumen Website, states

7.1.1. Education Plays an integral role in individuals´ lives

7.1.2. Functionalist believe that Education equips people to perform different functional roles in society Since Education is the compass that guides people´s daily activities performance inside the community where they belong.

8. Perspectives on pedagogy

8.1. Pedagogy

8.1.1. Uses different techniques To help students learn something is positive Since

9. Reflections on pedagogy

9.1. The United Nations Conventions on the Rights of the Child

9.2. The Melbourne Declaration on Educational Goals for Young Australians

9.2.1. All affirm the rights of the child and the need for quality early childhood education.

9.3. The National Quality Framework

9.4. and Belonging, Being & Becoming

10. Valuing

10.1. Children’s rights necessities

10.2. High quality pedagogy

10.2.1. We as teachers Should think about the privileges that any child has While being a student since he / she needs to be taught Based on high-quality educational standards That may ensure the delivery of a good education.

10.3. Based on respect for children and their abilities.

11. Roles and functions of teachers in teaching

11.1. Incorporates a multifaceted sense of purpose

11.2. Intended to encourage child´s social development.

11.3. The age and grade level of the students

11.4. Instructors have different roles

11.4.1. to carry out while in the classroom

12. Roles and functions of students in learning

12.1. Students

12.1.1. Have different roles to accomplish while learning.

12.1.2. In the Communicative Approach

12.1.3. They become active elements in class

13. Scientific Approach,

13.1. Pupils imitate what they hear

13.1.1. Memorize short and basic sentences

13.1.2. Dialogues in the second language

13.1.3. They study the culture

13.1.4. And literature works of the other language.

14. In the Direct Method

14.1. Students are also passive elements

14.2. and repeat whatever the teacher says.

15. In the Audio-Lingual method

15.1. Scholars repeat, mimic and memorize

15.2. What the teacher says in class

15.3. Purpose of acquiring good habits

15.4. Permit them to communicate correctly

15.5. By using the target language without thinking.

16. Relationships of the didactics with the learning processes

16.1. Kansanen & Meri Teacher´s didactics.

16.1.1. It is about the instructor´s own way of teaching.

16.1.2. Determination of teaching-Learning strategies

17. According to Ferenci and Fodor (1996)

17.1. There are some stages of problem-solving teaching-learning strategy:

17.1.1. The creation of a problematic situation

17.1.2. The analysis and synthesis of the problem

17.1.3. The construction of the problem-solving plan

17.1.4. The execution of the corrections

17.1.5. The synthesis of the information obtained

17.1.6. The answering of the key problem question

17.1.7. The outlining of the new problem

18. The constructivism learning theory paradigm

18.1. According to Nahalka (1997)

18.1.1. “The learner does not simply incorporate new knowledge” She/he rather constructs it

18.1.2. The strategies to teach and learn They are some kinds of means Help an instructor teach correctly something Help students learn effectively