Teacher-Directed to Student-Engaged Pedagogy: Exploring Teacher Change

被引:0
|
作者
Schultz, Robert A. [1 ]
机构
[1] Univ Toledo, Dept Teacher Educ, Toledo, OH 43606 USA
来源
EDUCATION SCIENCES | 2024年 / 14卷 / 08期
关键词
teacher pedagogy; pedagogical change; student-engaged learning; teacher-directed pedagogy; teaching methods; teacher culture; school culture; teacher education; curriculum development; curriculum; phenomenology; qualitative research; descriptive research;
D O I
10.3390/educsci14080806
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
An under-explored issue in teacher education is the active documentation of pedagogical usage after initial training and practice implementation have been completed. In this phenomenological study, the researcher contacted previous graduate students who earned a teaching-endorsement credential for working with Gifted/Talented learners to explore the application of a pedagogical method developed specifically to shift from teacher-directed to student-engaged pedagogy. Common impediments to pedagogical change are described and discussed. Participants did overcome impediments, changing their pedagogical approach from teacher-directed to student-engaged approaches over time. Each shared their particular circumstances for needing to change their teaching approach. But in all instances, student performance and outcomes drove and supported the continued expansion of the change process. Future empirical work in teacher development and in-service pedagogical change based on results is suggested to further this line of inquiry.
引用
收藏
页数:13
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