Making Pedagogical Adaptability Less Obvious

Autor/in	Vagle, Mark D.
Titel	Making Pedagogical Adaptability Less Obvious
Quelle	In: Theory Into Practice, 55 (2016) 3, S.207-216 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2016.1184535
Schlagwörter	Instructional Innovation; Teaching Methods; Teaching Models; Social Class; Race; Formative Evaluation; Teacher Student Relationship; Educational Practices; Educational Philosophy; Phenomenology; Fundamental Concepts + Suchen Sie Ihr Suchwort? Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Social classes; Soziale Klasse; Rasse; Abstammung; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungspraxis; Bildungsphilosophie; Erziehungsphilosophie; Phenomenological psychology; Phänomenologie; Psychologie; Grundlagenplan; Konzept
Abstract	In this article, I try to make pedagogical adaptability a bit less obvious. In particular, I use some post-structural philosophical ideas and some concepts at the intersections of social class and race to re-interpret Dylan Wiliam's conception of formative assessment. I suggest that this interpretation can provide opportunities to resist the urge to treat adaptability as only a technical teaching practice; to experience adaptability as a dynamic, complicated, and reciprocal relationship between teacher and student, rather than something that only the teacher invokes; and to explore some of the complex ways in which adaptability is socially-classed in classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01