Theories of Pedagogy

Dr. Radhika Kapur

Abstract

The main objective of this research paper is to understand the theories of pedagogy.
The theories of pedagogy is an important concept that makes provision of understanding to
the instructors that they need to be well-aware and augment their knowledge in terms of
important factors. These are, educational goals and objectives, teaching-learning methods,
teaching-learning materials, needs and requirements of the students and aspects related to the
overall system of education. Furthermore, they are able to generate awareness that in order to
carry out their job duties in a well-organised manner, achieve academic goals and enrich the
overall system of education, it is of utmost significance to be well-aware in terms of
pedagogical theories. The individuals when are employed in the field of education and are
carrying out the job duties of teaching students, they need to conduct research on the theories
of pedagogy. In understanding the theories of pedagogy, the important areas that are taken
into account are, meaning and significance of the theories of pedagogy, and theories of
pedagogy. Therefore, it can be stated, when the individuals are acquiring an efficient
understanding in terms of theories of pedagogy, they will be able to put into operation their
job duties in a well-organized manner, promote student learning and enrich the overall system
of education.

Keywords: Education, Instructors, Job Duties, Pedagogical Methods, Teaching,

Theories, Students

Good-quality education is regarded as fundamental to the educational processes. It

leads to the achievement of goals, objectives, and standards. The quality of instruction is
dependent upon pedagogy. Hence, it is an integral part of the job duties of the instructors to
employ relevant pedagogical methods in their teaching. The pedagogical strategies emerge
from pedagogical theories. Hence, all the instructors employed at all levels of education,
irrespective of the subject they are teaching should be well-equipped in terms of theories of
pedagogy. Through conducting research on the theories of pedagogy, the instructors are able
to augment their knowledge and understanding in terms of teaching methods and materials.
Pedagogical theories are the theories that postulate how things should be brought, how
teaching should be put into practice and how it will be advantageous to the students in honing
their competencies and abilities (Rutto, 2017).

The pedagogical theories are much related to the pedagogical strategies. The
pedagogical theories stem from different perspectives. Through the pedagogical theories, the
instructors generate awareness in terms of the fact that they need to prepare themselves well,
before they are putting into practice the teaching-learning methods, teaching-learning
materials and instructional strategies. In preparing themselves well, they need to be well-
equipped in terms of concepts. When the students put forward questions, they will be able to
answer them and contribute significantly in providing answers as well as solutions to various
types of problems and challenges. In instructing, the instructors need to take into account
various factors, i.e. providing factual knowledge, developing motivation among students
towards learning, promoting teamwork and creating a sociable environment within the
workplace. Therefore, through conducting research on pedagogical theories, the instructors
are able to enhance their understanding in terms of knowledge and skills of teaching. In other
words, the instructors are getting ready for the instructional strategies, implemented in
promoting student learning and enriching the overall system of education.

Meaning and Significance of the Theories of Pedagogy

When the individuals depict interest and enthusiasm in making selection of the
teaching profession, it is apparent and comprehensively understood that they need to be well-
equipped in terms of the theories of pedagogy (Pedagogical Theories All Teachers should
Know, 2020). The educators formulate their own teaching methods in dealing with students
and imparting them adequate information in terms of academic concepts and lesson plans. As
one gains experience in the teaching jobs, the style as an instructor or supervisor will begin to
emerge. In other words, they began to develop interest and motivation towards the
implementation of job duties and generation of desired outcomes. In order to achieve the
desired goals and objectives, the instructors need to acquire an efficient understanding in
terms of theories of pedagogy. The elements of teaching style will continue to remain with
the instructors throughout their teaching careers. Within the course of time, they may focus
upon bringing about improvements in them. Therefore, the meaning and significance of the
theories of pedagogy will be understood well, when it will contribute efficiently in
augmenting teaching styles.
 In imparting knowledge to the students in terms of lesson plans and academic
concepts, the instructors need to make use of meaningful teaching-learning methods,
teaching-learning materials and instructional strategies. Apart from these, they need to be
well-aware in terms of assessment strategies. The primary benefit of assessment strategies is
to find out how much the students have learned and whether their learning is facilitating the
achievement of academic goals or there are setbacks. Furthermore, the instructors are able to
identify whether their teaching-learning methods and instructional strategies are proving to be
beneficial and worthwhile or there is a need to bring about improvements. There are cases,
when the students experience setbacks within the course of achievement of academic goals.
On the other hand, the instructors too experience challenges. In such cases, they need to
conduct an analysis of the aspects, which need to be improved. Therefore, the meaning and
significance of the theories of pedagogy will be understood in an appropriate manner, when it
will contribute efficiently in putting into practice valuable assessment strategies.

The needs and requirements of the students, grade levels, academic goals and overall
system of education are the factors, which need to be taken into account by the instructors in
facilitating student learning and in up-grading the overall system of education. In some cases,
the students do not feel comfortable within the classrooms, especially during the initial stage.
When they are not comfortable, they are unable to concentrate on their learning. In such
cases, it is the job duty of the instructors to form the classroom environmental conditions in
such a manner and make use of teaching-learning methods and instructional strategies in a
manner that is facilitating to the needs and requirements, grade levels, and academic goals of
the students. The instructors need to be informative in terms of ways of dealing with as well
as teaching students. When they are teaching, they need to possess an approachable nature
and an amiable attitude. As when the instructors are approachable, the students feel
comfortable in communicating with them and putting forward their questions. Therefore, the
meaning and significance of the theories of pedagogy will be understood in a satisfactory
manner, when the teaching-learning methods contribute significantly in promoting student
learning.

Through acquisition of education at all levels, the students are not only acquiring
knowledge in terms of academic concepts, but they are able to develop their skills and
abilities, necessary in promoting better livelihoods opportunities. The various types of skills,
which the students develop are, communication skills, presentation skills, analytical skills,
problem solving skills, decision making skills, critical thinking skills, time management
skills, personal skills, professional skills and work ethics. In primarily higher educational
institutions, the educational programs are designed in such a manner that students are able to
augment their understanding in terms of work ethics. Work ethics are required to be put into
practice, when the individuals are engaged in employment settings. The skills are required to
be put into practice in the personal as well as in professional lives of the individuals. Hence,
they need to augment their knowledge and generate awareness in terms of meaning and
significance of these skills. Therefore, it is well-understood, the meaning and significance of
the theories of pedagogy will be understood in an adequate manner, when the pedagogical
methods will be developed in such a manner that it will render a significant contribution in
developing various types of skills among students.

Theories of Pedagogy

The pedagogical theories emerge from three perspectives, these are, Herbatianism, the
new London group and learning theories. These are stated as follows: (Rutto, 2017).

Herbatianism

Johann Friederich Herbart (1776-1841) is regarded as the father of pedagogy. His

works are based on the conceptions of pedagogy. In his theory, he identified the five
components of pedagogy, i.e. preparation, presentation, association, generalization and
applications.

Preparation – The instructors are well-aware in terms of the fact that they need to
prepare themselves appropriately, before they put into practice the teaching-learning
methods, teaching-learning materials and instructional strategies. In preparing themselves
well, they need to be well-equipped in terms of concepts, theories, notions and ideas. When
the students are doubtful and are unable to understand the concepts in a well-ordered manner,
they will put forward questions before the instructors. When the instructors are
knowledgeable and well-prepared, they will be able to answer them and contribute
significantly in providing solutions to their problems and challenges. Therefore, it is well-
understood, preparation is an important component of pedagogy.

Presentation – The instructors as well as the students need to up-grade their

presentation skills at all levels of education. Presentation is regarded as a vital component for
the instructors as they need to give presentations, when they are delivering lectures. On the
other hand, the students also need to give presentations, as they are regarded as vital
assessment strategies. Hence, the individuals need to focus upon up-gradation of presentation
skills. In honing of presentation skills, there are various factors that need to be taken into
consideration. These are, providing accurate information, speaking clearly and fluently,
maintaining eye contact with the audience, making use of common language, answering
questions put forward by the audience, having pleasant facial expressions, inculcating the
traits of morality and ethics, possessing technical skills, maintaining the time-frame and
dressing neatly. Therefore, presentation is regarded as one of the indispensable components
of pedagogy.

Association – Association is the process of bringing ideas and events together. When
teaching and learning processes are put into practice, the instructors and the students
associate various aspects such as, memory, imagination, mental connection, thoughts, ideas,
viewpoints, and/or sensations. When the students are attending lectures and instructors are
communicating with them in terms of the topic with which they are familiar and have
experiences, then the students are provided with the opportunities to express their ideas and
viewpoints. Hence, the past experiences of the students are associated with the subjects and
concepts and in this manner, they are able to augment their learning. Therefore, association is
acknowledged and is regarded as a vital component of pedagogy.

Generalization – Generalization is referred to the reasoning from detailed facts to

general principles. These can be explained as formulation of general concepts from the
specific instances. It is a general statement or concept that is obtained by inference from
specific cases. The generalizations may not be entirely true, especially in the case of
individuals and situations, where generalizations do not apply. The generalization principle
requires that the reasons for the action be consistent with the assumption that the individuals
with the same reasons act the same way. An act that satisfies the generalization principle is
stated to be generalizable or to pass the generalization test. Therefore, generalization is
regarded as a crucial component of pedagogy.

Applications – Applications is putting into practice what is learnt. At all levels of

education, the instructors are teaching students subjects and concepts, so they can make use
of the knowledge in achieving personal and professional goals. The educational
qualifications, skills and abilities need to be put into practice in an efficacious manner in
leading to up-gradation of personal and professional lives of the individuals. Normally, when
the students are acquiring training in terms of extra-curricular and creative activities, such as,
production of artworks, handicrafts, singing, dancing, sports, technologies and so forth
through getting enrolled in educational institutions and training centres, they augment their
knowledge and skills. Furthermore, they make use of their talents either as professions or
hobbies. Therefore, it is well-understood that the individuals need to be well-aware of how to
apply the knowledge in enriching their lives.

The New London Group

The new London group (1996), refers to an international consortium of academics

that are focused on conducting research on literacy pedagogies. In this case, the four
components of pedagogy identified are, situated practice, overt instruction, critical framing
and transformed practice (Rutto, 2017).

Situated Practice – In the case of the situated practice, the didactic methods of
teaching are put into practice to convey the results, products or facts of enquiry to the
learners. The learners do not get engaged in the processes through which they were achieved
or the one’s which have an impact upon their lives. In this case, the modelling of frameworks
within the classrooms is promoted through which real-life is achieved. Situated practice takes
the learners through the processes that yield the desired knowledge. The teaching-learning
processes takes place through the involvement of tangible activities, i.e. projects,
assignments, articles and other reading materials and the social framework for learning, i.e.
learner interactions. This indicates that when the pedagogical methods are put into operation,
the utilization of materials, resources and social interaction are put into operation. Therefore,
one can understand well that situated practice is regarded as a crucial component of
pedagogy.

Overt Instruction – Overt instruction involves the construction of knowledge from

what the learners already know and it also includes the specific needs to hone the
instructional strategies. In particularly higher educational institutions, the students are adults.
They normally associate their past experiences with the concepts. In other words, in order to
acquire an efficient understanding of the lesson plans and academic concepts, they bring in
their experiences and viewpoints and perspectives within the classroom settings. When the
instructors are making use of technologies, articles, books, and other reading materials in
leading to an increase in their knowledge, it is termed as overt instruction. The methods of
overt instruction needs to be paid attention towards throughout the pursuance of educational
program. Therefore, the students can identify well that overt instruction is regarded as a
component of pedagogy, which would contribute in an effectual manner in promoting student
learning and facilitating the achievement of educational goals.

Critical Framing – Critical framing is an aspect of pedagogy, from where the learners
stand back from what they have learned and view it critically in relation to the context. The
learners are guided critically to conduct an analysis of the framework and question the
ideologies and their relevance. In the case of critical framing, the students are guided to
analyse the designs critically in relation to those, whose interests are served by the meanings,
i.e. ideologies. In addition, they need to take into consideration, how the meanings are related
to the cultural and social frameworks of the designs. Furthermore, it includes the
opportunities for the learners to develop the skills and abilities, necessary to evaluate and re-
evaluate the knowledge that is based on contextual information in the light of new ideas
(What is Critical Framing? 2020). Therefore, it can be stated, critical framing is regarded as a
component of pedagogy, which is used in interpreting meaning, framework, and cultural,
social and political practices.

Transformed Practice – Transformed practice is an authentic learning experience,

where the students are both the products and transmitters of learning literacy. In other words,
they are acquiring as well as transmitting knowledge. Transformed practice enables the
students to learn the knowledge and put it into practice in a situation. This helps them to
develop the competencies and abilities to conduct themselves based on their understanding
and apply the knowledge to provide solutions to their problems. Furthermore, the students are
provided with the opportunities to make use of their knowledge beyond the classroom setting.
The students need to prepare themselves well, when they are to give an exam or presentation.
But through transformed practiced, they are able to make use of the knowledge in their
personal lives as well. Therefore, it can be stated, transformed practice is regarded as a
component of pedagogy, which is beneficial to the students at all levels of education in
enabling them to understand the concepts well and make use of them in their professional and
personal lives.

Learning Theories

Learning theories are the theories that serve as the conceptual framework to teaching
and learning. The major learning theories are, behaviourist learning theories, constructivist
learning theories and cognitive learning theories (Rutto, 2017).

Behaviourist Learning Theories

 Behaviourist learning theories focus upon learning as the aspect of conditioning and
put emphasis on the behaviour modification. There are three types of conditioning that is
focused upon, these are stated as follows: (Rutto, 2017).

Operant Conditioning – Operant conditioning is the conditioning in which the

antecedent stimulus is followed by a consequence of behaviour through reinforcement or
punishment. It was researched upon by B.F. Skinner. He did extensive research on human
behaviour. Operant conditioning deals with the intentional actions that have an effect on the
surrounding environment. In this case, three responses are identified that can follow
behaviour, i.e. neutral operant, reinforces and punisher. The neutral operant are the responses
from the environment that neither increase nor decrease the probability of the behaviour
being reiterated. Reinforces are the responses from the environment that increases the
probability of the behaviour being repeated. Positive reinforcement strengthens behaviour by
rewarding. Whereas, negative reinforcement puts emphasis on the removal of an unpleasant
behaviour. Punisher are the responses from the environment that decrease the likelihood of
behaviour being repeated. It weakens the good behaviour. This type of behaviour is not easily
forgotten.

Classical Conditioning – Classical conditioning is also known as Pavlovian

conditioning. It is learning through association and was discovered by Pavlov, a Russian
psychologist. In simple terms, two stimuli are connected together to produce a new learned
response in a person or animal. John Watson proposed that the process of classical
conditioning was able to explain all the aspects of human psychology. Everything from
speech to emotional responses were the patterns of stimulus and response. Watson denied
completely the existence of the mind and consciousness. He formed the viewpoint that
differences in the behaviour of the individuals were due to different experiences of learning
(McLeod, 2018). The students within the classroom settings are different from each other in
terms of their learning abilities as well as natures and behavioural traits.

Social Learning Theory – The social learning of Albert Bandura puts emphasis upon
the importance of learning and modelling the behaviours, attitudes, and emotional reactions
of others. Social learning theory explains the behaviours in terms of the continuous reciprocal
interaction between cognitive, behavioural and environmental influences. In this theory, there
are two aspects that needs to be put emphasis upon, i.e. mediating processes that occur
between the stimuli and responses and behaviour is learned from the environment through the
process of observational learning. The individuals that are observed are called models. The
children observe the behaviours of the individuals around and learn from them. The term
identification that has been used by social learning theory is similar to the Freudian term,
related to Oedipus complex. They both involve internalizing and adopting the behaviour of
other individuals (McLeod, 2016).

Constructivist Learning Theories

Constructivist learning theories are the theories that put emphasis upon the active
participation of the learners during the construction of knowledge. It focuses on practical
activities. Various educationists and researchers have put forward number of constructivist
theories. Jean Piaget (1896-1980) was a Swiss psychologist. He did extensive research on the
development of children and developed the theory of cognitive development. In this theory,
child’s development is described as the sequence of learning that goes beyond simple rote
learning. He identified four stages of development in the child, i.e. sensory motor stage, pre-
operational stage, concrete operational stage and formal operational stage. These are stated as
follows: (Rutto, 2017).

Sensory Motor Stage – The sensory motor stage is from birth to two years of age. In
this stage, the children experience the world through senses and movement. This stage has six
sub-stages, i.e. simple reflexes, primary circular reactions, secondary circular reaction,
coordination of secondary circular reaction, tertiary circular reaction and internationalization
of schemata. Simple reflexes runs from birth to a month and the actions of the child are
mainly through reflexes. Primary circular reactions runs from a month to about four months.
The children learn to co-ordinate sensation in this stage. Secondary circular reaction ranges
from four months to eight months. In this stage, the individuals are aware in terms of things
beyond their body. Coordination of secondary circular reaction runs from eight months to
about twelve months. In this stage, the infants are able to do things intentionally, i.e. using a
rod to reach something. Tertiary circular reaction ranges from twelve to eighteen months. In
this stage, the infant makes explorations and new possibilities. Internationalization of
schemata runs from eighteen months to about two years. It is the transitional phase between
sensory motor and pre-operational stage.

Pre-operational Stage – Pre-operational stage is the second stage that spans from two
to seven years. It initiates when the child begins to speak. In this stage, the children have not
developed their skills and abilities to understand concrete or abstract logic. They are also ego-
centric, i.e. they observe things from a different point of view. The pre-operational stage has
two sub-stages, i.e. symbolic function sub-stage and intuitive thought sub-stage. Symbolic
function sub-stage is the sub-stage that runs from two years to about four years. In this stage,
the children primarily make use of symbols to represent the physical objects around them.
For example, they take pleasure in making drawings. Intuitive thought sub-stage spans from
four years to seven years. In this sub-stage, there is an emergence of some reasoning. The
children ask number of questions as they depict interest and enthusiasm in knowing more.
The other characteristics of this sub-stage are, irreversibility, centration and lack of
conservation.

Concrete Operational Stage - Concrete operational stage is the stage, which spans
from seven to twelve years. The child in this stage will be able to develop a sense of
conservation and can think logically. It is of utmost significance for the individuals to
develop logical and rational thinking. This is necessary for the individuals to sustain their
living conditions in an effective manner and in making wise and productive decisions. When
the children are between seven and twelve years of age, they are able to develop a sense of
conservation and can think logically. As in this age, they are concentrating upon their studies
and are participating in extra-curricular and creative activities. One of the important points
that needs to be taken into consideration is, despite the logical thought, the individuals require
more concrete learning. Implementing more concrete learning will contribute significantly in
leading to development of their intellectual skills and abilities.

Formal Operational Stage - Formal operational stage is the stage that spans from
twelve to fifteen years onwards. In this stage, the children are capable of learning abstract and
hone their rational thought. Furthermore, they tend to display more skills, needed to solve
problems. From the childhood stage, the individuals need to pay attention towards providing
solutions to their problems. Hence, to provide solutions to various types of problems and live
an enriched life, the development of skills, abilities and aptitude is regarded to be of utmost
significance. In this stage, the teenagers are able to develop their skills and abilities in such a
manner that they are able to provide solutions to various types of problems, i.e. personal as
well as professional. Development of problem solving skills will contribute in an efficient
manner in bringing about improvements in their overall quality of lives.

Cognitive Learning Theories

 Cognitive development of the children can take place through four stages. However,
the duration of the stage may vary from one child to another, depending upon nature and
nurture. In leading to effective growth and development of the children and facilitating their
learning, the instructors need to take into account various factors. Relevance of Jean Piaget’s
theory and constructivist theory in general to pedagogy. Jean Piaget’s theory and other
constructivist theories have direct implications to the instructional strategies that takes place
within the classrooms and various types of pedagogical strategies. These are, age
consideration, individual differences, assimilation, learning by doing and active receptors of
stimulus.

The cognitive learning theories focus on the complexities of human memory as

influencing learning. Hence, instructional strategies also foster the retention of the learners.
These theories also put emphasis upon the retention of prior knowledge. The prior knowledge
has a significant impact on teaching and learning. The instructors need to focus upon putting
into practice the teaching-learning methods and instructional strategies in accordance to the
grade levels, academic goals and needs and requirements of the learners. The instructional
strategies need to take place in a sequential manner that incorporates teaching from known to
unknown, simple to complex and concrete to abstract. Generally, all learning theories are
focused upon up-grading of knowledge, absorption, processing and retention. The instructors
at all levels of education need to be well-equipped in terms of applying these theories in their
day-to-day pedagogical duties (Rutto, 2017). The various benefits of cognitive learning
theories have been stated as follows: (Cognitive Learning, 2020).

Enhances Learning – Learning takes place throughout the lives of the individuals.
They need to learn various concepts and aspects, which are necessary in enriching their lives.
Enhancing of learning is regarded as one of the fundamental aspects. The individuals have
various goals and objectives to achieve. When they enhance their learning in terms of ways
needed to achieve goals and objectives, they are able to enrich their lives. The cognitive
learning theories renders an important contribution in enhancing learning. The individuals are
able to build upon previous ideas and apply new concepts to already existing knowledge. In
particularly learning of adults, when they come to the classroom, they are in some cases
familiar with the topics. They make use of the previous knowledge in acquiring an efficient
understanding of the concepts and factors. Therefore, when the individuals are making use of
prior knowledge in enhancing learning, they are able to benefit to a major extent.
 Boosts Confidence – The individuals need to learn to overcome apprehensiveness and
vulnerability and boost their confidence. The up-gradation of the confidence levels enables
the individuals to concentrate well upon their tasks and activities and generate the desired
outcomes. Hence, the individuals need to conduct research in terms of ways, necessary in
boosting their confidence. When the learners are able to understand the concepts in a well-
organized manner, they feel confident and are able to provide solutions to various types of
problems. One of the important ways of boosting confidence in case of learning is, to
inculcate the traits of diligence, resourcefulness and conscientiousness. When the individuals
inculcate and put into practice these traits, they are able to augment their learning and
generate the desired outcomes. Therefore, it is well-understood that boosting confidence is a
crucial benefit of cognitive learning theories.

Enhances Comprehension – Cognitive learning theories contributes in an effective

manner in up-grading the comprehension of the learners by acquiring new information. When
the comprehension will be enhanced one of the important benefits is, the learners will be able
to develop a deeper understanding of new materials. Within the course of time, it is of utmost
significance to bring about changes. When the changes are comprehended well, the
individuals will be able to understand the concepts better. In the present existence, there are
utilization of modern, scientific, technical and innovative methods in the teaching and
learning processes. Hence, through enhancement of comprehension, the individuals are able
to put into practice these methods in an effective manner and overcome all types of problems
and challenges. Therefore, enhancing comprehension is a benefit that is acknowledged in
cognitive learning theories.

Improves Problem solving Skills – Problems and challenges do take place in the lives
of the individuals, personally as well as professionally. Hence, the individuals need to be
well-equipped in terms of ways of bringing about improvements in problem solving skills.
Through cognitive learning theories, the individuals are able to acquire the meaning and
significance of problem solving skills and ways to bring about improvements in them. The
main benefit of cognitive learning is to make provision of knowledge and understanding
among the individuals in terms of making use of effective and meaningful methods and
approaches to provide solutions to problems. When the individuals are experiencing setbacks
in learning, they need to work diligently and augment their knowledge and understanding.
Therefore, improving problem solving skills is a benefit that is regarded as worthwhile in
cognitive learning theories.
 Helps in learning things at a Rapid Pace – When the concepts are difficult to
understand, it is apparent that individuals will take time in understanding things. But through
cognitive learning theories, the individuals will be able to learn things at a rapid pace.
Through the experience of learning, the individuals will be able to recycle and use learning
methods that they have utilized in the past. This will contribute efficiently in helping them to
learn new things at a rapid pace. The students in higher educational institutions are well-
aware of the learning methods that would prove to be beneficial and meaningful to them in
achieving academic goals. When the students are able to understand the concepts at a rapid
pace, they feel contented and pleasurable. Furthermore, they need to be well-aware regarding
how to make use of their learning in personal and professional lives. Therefore, the benefit of
helps in learning things at a rapid pace is comprehensively acknowledged.

Teaches to form Concept Formation – Cognitive learning can teach the individuals
various concepts, i.e. easily perceiving and interpreting information that would enhance
creativity and lead to innovations. When the members of the educational institutions are able
to make use of modern and innovative methods in the teaching-learning processes, in the
implementation of other tasks and activities and in up-grading the overall system of
education, they are able to not only perform well in their job duties and incur the feelings of
pleasure and contentment, but they are also able to think logically and rationally. As
generating information in terms of formation of the concept will render an important
contribution in making effective use of cognitive learning theories. Therefore, it is well-
understood, teaches to form concept formation is a vital benefit of cognitive learning theories.

Conclusion

Pedagogical theories are the theories that hypothesize how aspects should be brought,
how teaching should be put into practice and how it will be valuable to the students in
sharpening their skills and proficiencies. The pedagogical theories emerge from three
perspectives, these are, Herbatianism, the new London group and learning theories. In
Herbatianism, the five components of pedagogy identified are, preparation, presentation,
association, generalization and applications. In the case of the new London group, the four
components of pedagogy are, situated practice, overt instruction, critical framing and
transformed practice.

The major learning theories are, behaviourist learning theories, constructivist learning
theories and cognitive learning theories. The behaviourist learning theories focus upon three
types of conditioning, i.e. operant conditioning, classical conditioning and social learning
theory. The constructivist learning theories focus upon four stages of development in the
child, i.e. sensory motor stage, pre-operational stage, concrete operational stage and formal
operational stage. The cognitive learning theories focus on the complexities of human
memory as influencing learning. Benefits of the cognitive learning theories are, enhances
learning, boosts confidence, enhances comprehension, improves problem solving skills, helps
in learning things at a rapid pace and teaches to form concept formation. Finally, it can be
stated, understanding the theories of pedagogy is useful and worthwhile to the instructors and
students in achieving academic goals and in enriching the overall system of education.
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