Using an extended food metaphor to explain concepts about pedagogy
Accepted version, 357.9Kb
Wright, N. (2014). Using an extended food metaphor to explain concepts about pedagogy. Curriculum Matters, 10, 134–151.
Permanent Research Commons link: https://hdl.handle.net/10289/9406
It is anathema for educators to describe pedagogy as having a recipe - it is tantamount to saying it is a technicist process rather than a professional one requiring active, informed decision-making. But if we are to help novice teachers understand what pedagogy is and how it can be understood, there must be a starting point for pedagogical knowledge to shape both the understanding and design of appropriate curriculum learning. In order to address this challenge, I argue that food preparation processes and learning how to competently cook are analogous to understanding how pedagogy - also about process, design, and making knowledge knowable - facilitates learning about teaching specific curriculum knowledge. To do so, I use evidence from an ITE cohort lecture on pedagogy as a case study. In essence, viewing pedagogy through the lens of food and recipes may help make some abstractions of pedagogy more concrete and make some principles of pedagogy more accessible to novice teachers as they learn to design learning.
This is an authors accepted version of an article published in the journal: Curriculum Matters © 2014 NZCER Press.
- Education Papers