Understanding and Using Challenging Educational Theories

1. Auflage 2017
ISBN: 978-1-4739-5580-6
Verlag: SAGE PUBN

Buch, Englisch, 248 Seiten, Format (B × H): 187 mm x 233 mm, Gewicht: 460 g

Some of the most important developments in educational thought have been put forward by theorists who have challenged existing notions about the aims of education and its role in society. But how do these ideas relate to today’s classrooms and how can you use them to improve your own teaching practice?

This textbook gives you a clear overview of fifteen thinkers who have offered challenging perspectives on education, including influential sociological thinkers (Bourdieu, Foucault, Mezirow, Bernstein), those who have questioned the orthodoxy on schooling (Holt, Darling-Hammond) and other key names whose writing has helped shaped our views on teaching and learning.

Each chapter includes:

· practical examples showing how theories can be used to inform classroom teaching

· critiques of each theorist exploring opposing viewpoints and the strengths and weaknesses of different ideas

· reflective tasks inviting you to apply what you’ve read to your own educational experiences.

This is essential reading for anyone on university and school-based initial teacher education courses training to teach in different educational settings, including early years and adult education, or studying education at undergraduate and postgraduate level.

Autoren/Hrsg.

Aubrey, Karl

Riley, Alison

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Chapter 1 Abraham Maslow: The father of American humanism
Chapter 2 Carl Rogers: The father of client-centred therapy
Chapter 3 A. S. Neill: Freedom to learn
Chapter 4 John Goodlad: The renewal of teaching and learning, schools and teacher education
Chapter 5 Basil Bernstein: Language codes, social class, pedagogy and the curriculum
Chapter 6 Pierre Bourdieu: Theory of society
Chapter 7 Michel Foucault: Power, surveillance, discipline and control in education
Chapter 8 Nel Noddings: Caring in education
Chapter 9 Lawrence Stenhouse: Linking the curriculum with theory, research and practice
Chapter 10 Henry Giroux: Critical pedagogy
Chapter 11 Howard Gardner: Multiple intelligences and education
Chapter 12 John Holt: Unschooling or home schooling
Chapter 13 bell hooks: Education as the practice of freedom
Chapter 14 Jack Mezirow: Transformative learning
Chapter 15 Linda Darling-Hammond: Equity in education - policy, teachers, and teaching

Über Autor(innen)

Riley, Alison
Alison Riley is the Programme Leader for the BA(Hons) Early Childhood Studies degree at Bishop Grosseteste University, she has also worked on a number of educational-related programmes at the university including initial teaching training courses. Prior to joining Bishop Grosseteste University Alison spent sixteen years working in primary education, as a classroom teacher, deputy head teacher and finally head teacher of a large junior school. Alison has been involved in a number of collaborative projects and has recently been involved in an EU-funded project researching ‘Creativity in Early Science and Mathematics Education’. Alison has recently commenced doctoral studies in which she is researching the journey of students entering higher education with alternative qualifications.

Aubrey, Karl
Karl Aubrey is a Visiting Tutor on the Professional Studies in Education programmes at Bishop Grosseteste University. Prior to this Karl was the Programme Leader for a range of initial teacher education and professional development programmes at a large city further education college. Between 2003 and 2005 he was seconded to the DfES Standards Unit as a learning and teaching practitioner in the East Midlands. Karl has contributed to the Oxford Dictionary of Education. His doctoral thesis explored the reforms in further education teacher education from 2000 to 2010, from the viewpoint of teacher educators. Karl’s research interests include inclusion, education policy, pedagogy and work-based learning.