Pedagogy in practice: the pedagogy of a learning setting as students experience it

Yotam Hotam, Linor Lea Hadar

Research output: Contribution to journalArticlepeer-review

Abstract

This paper opens a theoretical discussion regarding the pedagogy of a learning setting as students experience it. Students' experience of learning deserves particular attention because it may differ from the pedagogy that is designed and campaigned for by the school, or even from the one that is 'experienced' by the teacher in the same situation. In order to open up such a discussion, we introduce the term 'pedagogy in practice' (PiP). This new term describes the pedagogy that actually acts on students' thought and affects; it relates to the interaction between the school's pedagogy and students' experience of it. In this paper, we define the concept of PiP and examine its implications and differentiation from related pedagogic concepts. By doing so, we question educators' and policy makers' ability to understand, evaluate, make sense of, and eventually improve pedagogies or curricula in general without looking at PiP in particular.

Original languageEnglish
Pages (from-to)385-399
Number of pages15
JournalOxford Review of Education
Volume39
Issue number3
DOIs
StatePublished - 2013

Keywords

  • ecology of learning
  • pedagogy in practice
  • student voice
  • students' experiences of learning

ASJC Scopus subject areas

  • Education

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