1. Introduction Part 1. The Subject: Purpose and Focus 2. Developing Citizens, Consumers and Owne... more 1. Introduction Part 1. The Subject: Purpose and Focus 2. Developing Citizens, Consumers and Owners 3. Work-related Learning and Enterprise Education 4. Government Policy and the Shape of the Curriculum 5. Business, Not-for-profits, Higher Education and Teachers: Contesting the character of the subject Part 2. The Subject in School: Learning and Assessment 6. Making Sense of Assessment Frameworks 7. Choosing and Using Different Types of Assessment 8. Learning through Doing: Designing tasks and types of processing 9. Learning through Thinking: The roles of experience and conceptual understanding Part 3. Professional Development 10. Evaluating Teaching in Business, Economics and Enterprise 11. Conclusions
The term 'pedagogy' has become a more commonly used word in English educational circles, ... more The term 'pedagogy' has become a more commonly used word in English educational circles, but it is an under-used and partially misunderstood concept. It is the aim of this article to explore some of the factors that lead to effective classroom teaching. The medieval view of teaching was one where only subject knowledge was necessary, but the work of social constructivists has led to a more student-centred approach to teaching that depends largely on learners' activities and within which the pedagogical skills of the teacher can actively promote better learning. One conceptualisation of teachers? knowledge is that teachers' knowledge is predominantly a 'craft knowledge' which is largely idiosyncratic and nontheoretical. Other conceptualisations suggest that teachers need a deep understanding of several different knowledge bases to develop sophisticated professional expertise. One pertinent issue is one of how teachers transform content expertise into forms that are pedagogically powerful and yet adaptive to the variety of student abilities and backgrounds. Another significant issue is one of reflection. The reflective process includes reviewing, reconstructing, re-enacting and critically analysing one's own teaching abilities and then grouping these reflected explanations into evidence of changes that need to be made to become a better teacher. In summary, this article examines the importance of subject knowledge and its relationship to pedagogical knowledge. It explores teachers' tacit knowledge and teachers' expertise in transforming content knowledge into a form that is accessible to pupils.
Brant, Jacek and Wall, Nancy and Thomas, Marion (2002) Research to support the development of a T... more Brant, Jacek and Wall, Nancy and Thomas, Marion (2002) Research to support the development of a Tax Pack for Schools. Prepared for the Inland Revenue, HM Customs & Excise and HM Treasury. Project Report. UNSPECIFIED. ... Full text not available from this repository.
positive economics is in principle independent of any particular ethical or normative judgements,... more positive economics is in principle independent of any particular ethical or normative judgements, and he further argues that economics is an objective science in the same way as the natural sciences. School economics has been taught in this way for a number of decades. This article argues for values in economics education and explains how school economics has been based on the discredited philosophy of positivism which is in contrast to social-constructivist understandings of knowledge. After two decades of falling numbers of students taking up economics at Advanced level in England, 2010 saw a rise of students sitting examinations in the subject. A possible explanation is students ’ desire to understand a fast-changing economic landscape. Teachers have the opportunity to challenge previously held assumptions and to critically explore explanations in a way that is of relevance to students ’ lives.
... Teaching School Subjects 1119 Series Series Editors: John Hardcastle and David Lambert Mathe... more ... Teaching School Subjects 1119 Series Series Editors: John Hardcastle and David Lambert Mathematics Candia Morgan, Anne Watson and Clare Tikly English John Hardcastle Geography John Morgan and David Lambert Science Edited by Vanessa Kind and Keith Taber ...
In the wake of current world financial crisis serious efforts are being made to rethink the domin... more In the wake of current world financial crisis serious efforts are being made to rethink the dominant economic assumptions. There is a growing movement in universities to make economics more relevant and to embrace an understanding of diverse models. Additionally, philosophical schools such as critical realism have provided new tools for thinking about economics. However, not much attention has been paid to relate these developments to school economics and this paper aims to respond to this need. It is about economics as a discipline, school economics and issues pertaining to the teaching and learning of school economics. Mainstream economists focus predominately on static neo-classical models that are poor predictors of the future and do not even adequately explain current states of affairs. I argue that conceptualised differently, economics can be seen as a social science, concerned with understanding the often conflicting values, interests, and capacities of large numbers of indiv...
1. Introduction Part 1. The Subject: Purpose and Focus 2. Developing Citizens, Consumers and Owne... more 1. Introduction Part 1. The Subject: Purpose and Focus 2. Developing Citizens, Consumers and Owners 3. Work-related Learning and Enterprise Education 4. Government Policy and the Shape of the Curriculum 5. Business, Not-for-profits, Higher Education and Teachers: Contesting the character of the subject Part 2. The Subject in School: Learning and Assessment 6. Making Sense of Assessment Frameworks 7. Choosing and Using Different Types of Assessment 8. Learning through Doing: Designing tasks and types of processing 9. Learning through Thinking: The roles of experience and conceptual understanding Part 3. Professional Development 10. Evaluating Teaching in Business, Economics and Enterprise 11. Conclusions
The term 'pedagogy' has become a more commonly used word in English educational circles, ... more The term 'pedagogy' has become a more commonly used word in English educational circles, but it is an under-used and partially misunderstood concept. It is the aim of this article to explore some of the factors that lead to effective classroom teaching. The medieval view of teaching was one where only subject knowledge was necessary, but the work of social constructivists has led to a more student-centred approach to teaching that depends largely on learners' activities and within which the pedagogical skills of the teacher can actively promote better learning. One conceptualisation of teachers? knowledge is that teachers' knowledge is predominantly a 'craft knowledge' which is largely idiosyncratic and nontheoretical. Other conceptualisations suggest that teachers need a deep understanding of several different knowledge bases to develop sophisticated professional expertise. One pertinent issue is one of how teachers transform content expertise into forms that are pedagogically powerful and yet adaptive to the variety of student abilities and backgrounds. Another significant issue is one of reflection. The reflective process includes reviewing, reconstructing, re-enacting and critically analysing one's own teaching abilities and then grouping these reflected explanations into evidence of changes that need to be made to become a better teacher. In summary, this article examines the importance of subject knowledge and its relationship to pedagogical knowledge. It explores teachers' tacit knowledge and teachers' expertise in transforming content knowledge into a form that is accessible to pupils.
Brant, Jacek and Wall, Nancy and Thomas, Marion (2002) Research to support the development of a T... more Brant, Jacek and Wall, Nancy and Thomas, Marion (2002) Research to support the development of a Tax Pack for Schools. Prepared for the Inland Revenue, HM Customs & Excise and HM Treasury. Project Report. UNSPECIFIED. ... Full text not available from this repository.
positive economics is in principle independent of any particular ethical or normative judgements,... more positive economics is in principle independent of any particular ethical or normative judgements, and he further argues that economics is an objective science in the same way as the natural sciences. School economics has been taught in this way for a number of decades. This article argues for values in economics education and explains how school economics has been based on the discredited philosophy of positivism which is in contrast to social-constructivist understandings of knowledge. After two decades of falling numbers of students taking up economics at Advanced level in England, 2010 saw a rise of students sitting examinations in the subject. A possible explanation is students ’ desire to understand a fast-changing economic landscape. Teachers have the opportunity to challenge previously held assumptions and to critically explore explanations in a way that is of relevance to students ’ lives.
... Teaching School Subjects 1119 Series Series Editors: John Hardcastle and David Lambert Mathe... more ... Teaching School Subjects 1119 Series Series Editors: John Hardcastle and David Lambert Mathematics Candia Morgan, Anne Watson and Clare Tikly English John Hardcastle Geography John Morgan and David Lambert Science Edited by Vanessa Kind and Keith Taber ...
In the wake of current world financial crisis serious efforts are being made to rethink the domin... more In the wake of current world financial crisis serious efforts are being made to rethink the dominant economic assumptions. There is a growing movement in universities to make economics more relevant and to embrace an understanding of diverse models. Additionally, philosophical schools such as critical realism have provided new tools for thinking about economics. However, not much attention has been paid to relate these developments to school economics and this paper aims to respond to this need. It is about economics as a discipline, school economics and issues pertaining to the teaching and learning of school economics. Mainstream economists focus predominately on static neo-classical models that are poor predictors of the future and do not even adequately explain current states of affairs. I argue that conceptualised differently, economics can be seen as a social science, concerned with understanding the often conflicting values, interests, and capacities of large numbers of indiv...
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