INTRODUCTION OF

PEDAGOGY AND
PRACTICUM:-
BY: MISS SUNDUS SHAKEEL
WHAT IS PEDAGOGY AND
PRACTICUM?
 Pedagogy most commonly understood as the approach to teaching, refers to the theory
and practice of learning.
 How this process influences, and is influenced by, the social, political and
psychological development of learners.
 Pedagogy, taken as an academic discipline, is the study of how knowledge and skills
are imparted in an educational context, and it considers the interactions that take place
during learning.
OR
 Pedagogy is defined simply as the method, and practice, of teaching. It encompasses: 
 1: Teaching styles 2: Teaching theory
3: Feedback and assessment
WHAT IS PEDAGOGY AND
PRACTICUM?
 Practicum:
A course of study designed especially for the preparation of teachers
and clinicians that involves the supervised practical application of previously studied
theory. 
BACKGROUND OF PEDAGOGY:-

 The role of ‘teacher’ can be traced back to Ancient Greece, with Socrates in the
5th Century BC as the keystone of what we now consider to be modern education.
 Schools appeared in England as early as 597 AD, and it is generally believed that
the first school in England was King’s School in Canterbury, Kent.
 The content of the curriculum could be split into two sections:
Trivium and Quadrivium
 Trivium: grammar, rhetoric, logic.
 Quadrivium: arithmetic, astronomy, geometry, music.
BACKGROUND OF PEDAGOGY:-

 By 1780, the church responded to the need to educate the illiterate, and 
Ragged Schools, Parish Schools and Church schools educated those who didn’t
have the money to send their children to the fee paying schools.
 The church schools tended to use the ‘Lancaster Method’ where the brightest
student taught what they had learnt to his fellow students, each of whom then
passed it on, and continued until everyone had been taught.
 In 1846, the church and the government started the first teacher training colleges,
and graduates were given a certificate of teaching. There was a Committee of
Council of Education, and they issued grants to day schools.
LEARNING THEORIES OR
APPROACHES OF PEDAGOGY:-
 There are five core ideas or main approaches which is known as ‘Learning
Theories’
 Behaviourism
 Liberationism
 Constructivism
 Social Constructivism
 Connectivism
BEHAVIOURISM:-
Also described as a ‘Traditional Teaching Style’

 A approach where learning is teacher centred. It would advocate the use of direct

instruction, and lecture based lessons.
 This theory came from pedagogical research by 
Thorndike (1911), Pavlov (1927) and Skinner (1957).
 Behaviourist pedagogy is the theory that the teacher should be the sole authority
figure, and leads the lesson. Knowledge should be delivered in a curriculum
where each subject is taught discretely or individually.
 APPROCHES USED DURING LECTURE:
 Modelling and Demonstration, Rote learning, and Choral repetition.
LIBERATIONISM:-

 JOE RUHL says ‘Teachers should be a guide on the side rather than be the sage
on the stage’.
 By the Brazilian educator, Paulo Freire. Freire was the Director of the Department
of Education.
 He called his method as ‘Emancipation through education’, and traditional
method as oppressive.
 He believed that students were not empty vessels to be filled with knowledge.
Instead, they should be treated as creators of knowledge.
LIBERATIONISM:-

 A liberationist approach is one where the student voice is placed at the center, and
a democracy is put into the classroom. And make students as the central figure of
class.
 We can simply say that, ‘ Liberationism is process where we expel the idea that
education is simply about learning things and make it more about the way we
learn’.
 EXAMPLE:- Students may take on the role of the teacher, and decide upon the
topic of the lesson.
 The teacher should provide space and opportunity for the students to showcase
their learning, and this can take the form of a performance, presentation and
speech.
CONSTRUCTIVISIM:-

 Constructivism is a theory that people learn through experiences and reflection.

  A Constructivist pedagogy puts the child at the center of the learning, and is
sometimes called ‘invisible pedagogy’.
 Constructivism is based on the pedagogical research of Piaget (1896-1890).
 An idea that learners come ready to learn, and the teacher must build activities to
facilitate their learning. Younger children work things through physically, whereas
older children tackle symbolic and abstract ideas.
 LESSON OR LECTUTRE SHOULD INCLUDE:-
 Individualisation, A slower pace, Hidden outcomes, The
mantle of the expert, and Less teacher talk.
SOCIAL CONSTRUCTIVISIM:-

 Cognitive psychologist, Lev Vygotsky developed social constructivism, building

on the work of Piaget, but argued against the ideas of Piaget that learning could
only happen in its social context, and believed that learning was a collaborative
process between student and teacher.
 He also believed that children learn best when talking between themselves to
solve the problems.
DIFFERENCE BETWEEN CONSTRUCTIVISM AND
SOCIAL CONSTRUCTIVISM:-

 Piaget believed that learning was a deeply personal internal process that took
place only in students’ minds.

 Vygotsky disagreed. He believed that learning takes place externally when

problems are solved together in groups and through the resulting conversations.
CONNECTIVISM:-

 Coined in 2005 by Education and technology theorist George Siemens.

 This is the process of learning via technology and developing the skills to
navigate vast networks of information , such as internet.
 Connectivism is a learning theory for the digital age. And learning is changed
through last several years. Other theories , fall short, however, when learning
moves into informal, networked, technology-enabled area.
 AS Siemens said ‘connectivism, al earning theory for today’s learner’