Below is my sharing after reading the notes and the M2 website.
Among the 13 pedagogical roles of the teachers, some are more traditional while some are more innovative. Group as five clusters, two of them: "facilitating exploratory learning" and "guiding collaborative inquiry" are more emergent in supporting students' learning.
In my opinion, whether the teacher's role in classroom is innovative not only depends on the teacher himself/herself. I think it is natural that teachers who are enthusiastic in teaching would take more innovative roles. However, I think the subject taught will also affect the role of teachers in classrooms.
Some subjects focus on individual logical thinking while some focus more on discussion and presentation. Just a comparison: Maths vs. Social science. When teaching Maths, teachers seldom "facilitate exploratory learning" or "guide collaborative inquiry" - there are few things to explore and few chances for collaboration among students. Pedagogies are limited to traditional type - present, instruct and assess students. However, for social science subjects, discussion and collaboration on social issues are common classroom practices. Teachers can play innovative roles during lessons.
It is also discussed that some pedagogical practices like "project work" are conducive to emergent pedagogical roles by teachers. I have an experience in teaching an I.T. subject which requires students to work as group to complete a group project. In this project, collaboration is achieved among students who are within the same group, or who are in other groups. During their presentation session, there is a Q and A session, and I assess my students through their participation in the Q and A. Students need to raise question to score some participation marks. I observe students did well and participated quite actively in their learning.
Looking back and while I try to relate the innovative pedagogical roles of teachers with my teaching, I think that to make the whole thing more innovative, I may also try to use ICT tools during students' project work or presentation, or put more emphasis on guiding students to inquire on the project matters.
For the teacher's 10 pedagogical roles, it realizes that some are internal role who performs it inside the classroom-based. Some roles are external role that the teacher or the instructor performs outside the class. The external roles include the curriculum development, educational administration and school counselling work. But I think if the class is a e-class, online learning and e-learning approach, there has only virtual campus. The classroom teaching role (internal role above) become redundant and need vanish!
ReplyDeleteIt seems that teacher may determine whether the class is innovative or not. However, as has been discussed a lot, teachers are also limited by lots of factors: principles, parents, ICT equipments and the ability and expectations of children. On the other hand, all the factors may not only be the barrier. They may even provide support to create an innovative class. What I am considering is that what is the motivation of teachers to create an innovative class? Do they really realize the value of innovation in development of students characters? Or do they prefer to follow the instructions and do something remaining the same. Obviously, the later choice may be convenient but less innovative.
ReplyDeleteSorry, I correct my mistake should be '13 pedagogical roles' instead.
ReplyDeleteRe-post: For the teacher's 13 pedagogical roles, it realizes that some are internal role who performs it inside the classroom-based. Some roles are external role that the teacher or the instructor performs outside the class. The external roles include the curriculum development, educational administration and school counselling work. But I think if the class is a e-class, online learning and e-learning approach, there has only virtual campus. The classroom teaching role (internal role above) become redundant and may vanish!