This week I have been reflecting on different pedagogical thinking in relation to forming my own pedagogy. Vygotsky’s Social Constructivist theories appeal greatly – the student can construct their own learning, based upon what they already know and believe, through social discourse. As a teacher , I do not want to simply ‘transmit’  knowledge but facilitate the ‘getting of wisdom’ by helping the student uncover it, identify it and analyse it. I believe that class interaction and discussion are integral to this process.

The notion of Authentic Pedagogy builds upon constructivism to include the student’s ability to retain information beyond mere memory recall but to be truly engaged with that new knowledge. Also, that the student can recognise that not all knowledge is of the same value – some knowledge carries more authority than others – for surely the ability to categorise sources as valuable or less valuable opens up the world of critical analysis to students.

Provocation 2 and 3 are very prevalent this week. Will I be allowed to be the teacher I want to be? To whom am I accountable? There is a great deal of focus on pedagogical knowledge in this unit. More than there is on English content. I can see the value of this – it is an inspirational approach to producing a new generation of teachers focused on a wholistic style of education that caters for all students. Furthermore, studying the Essential Learning Areas of several of our states’ curriculums demonstrates that this is current thinking that encompasses all learning styles, genders, cultural and ethnic origins. It feels like a wonderful new direction. But it concerns me that we are also moving into a political environment that measures the worth of teachers and schools in very basic quantitative measures, that leaves little room for measuring the social, community orientation or even artistic worth of a school. This week I am reflecting on all the stakeholders to whom I am accountable and realising that this is a large group – students, parents, school, community and government.