English Version
Abstract
As Australia is moving towards a national curriculum there are also activities to nationalise teacher education. This involves various departments of state and federal governments, third-party bodies funded by government such as the Curriculum Corporation and Teaching Australia, and non-government organisations such as the Business Council of Australia. These agencies are producing models and principles which aim on establishing standards of best practice for how they want teachers to teach. Within all of this activity the term ‘pedagogy’ is often employed to represent aspects of these best practices. Examples include ‘productive pedagogies’, ‘new pedagogies’, ‘pedagogical content knowledge’ and ‘pedagogical strategies’. However these are all means only without any end purposes which identify them as being valuable for education. In this paper I will argue that in order to have educative value teachers themselves must exercise a degree of professional autonomy to bring their own end purposes to their choice of pedagogy.
As Australia is moving towards a national curriculum there are also activities to nationalise teacher education. This involves various departments of state and federal governments, third-party bodies funded by government such as the Curriculum Corporation and Teaching Australia, and non-government organisations such as the Business Council of Australia. These agencies are producing models and principles which aim on establishing standards of best practice for how they want teachers to teach. Within all of this activity the term ‘pedagogy’ is often employed to represent aspects of these best practices. Examples include ‘productive pedagogies’, ‘new pedagogies’, ‘pedagogical content knowledge’ and ‘pedagogical strategies’. However these are all means only without any end purposes which identify them as being valuable for education. In this paper I will argue that in order to have educative value teachers themselves must exercise a degree of professional autonomy to bring their own end purposes to their choice of pedagogy.
Different conceptions of pedagogy can be identified but basically it usually refers to the ‘science’ or ‘theory’ of teaching and some sources indicate that it can also refer to the ‘art’ of teaching. However reference to a ‘science’ or ‘theory’ can make the term attractive to employ in an attempt to lift the kudos of the profession because ‘pedagogy’ rather than ‘teaching’ has a more ‘intellectual’ aspect to it especially if it can also be claimed to be researchled and evidence based. In ancient Greece the pedagogue (literally meaning to ‘lead the child’) was a slave employed to look after the schooling of children. From Latin sources pedagogy can be understood to be equated with education. This latter term has rich moral and political aspects and includes purposeful considerations given to what sort of society we should be working towards, the type of persons we should become and how we should live well especially with one another. However, it is contended here that in Australia this relation to education has been overlooked altogether. Consequently we have an atrophied understanding of pedagogy which is represented only as a means or process of instructing and is totally neglectful of the end purposes which are intrinsic to education.
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