Pedagogy is the discipline that deals with the theory and practice of education; it thus concerns the

study of how best to teach. Spanning a broad range of practice, its aims range from furthering liberal
education (the general development of human potential) to the narrower specifics of vocational
education (the imparting and acquisition of specific skills).

Instructive strategies are governed by the pupil's background knowledge and experience, situation,
and environment, as well aslearning goals set by the student and teacher. One example would be
the Socratic schools of thought.[1][2][3]

The teaching of adults, as a specific group, is referred to as andragogy.

History[edit]
Johann Friedrich Herbart (4 May 1776 14 August 1841) is the founding father of the
conceptualization of pedagogy, or, the theory of education. Herbart's educational philosophy and
pedagogy highlighted the correlation between personal development and the resulting benefits to
society. In other words, Herbart proposed that humans become fulfilled once they establish
themselves as productive citizens. Herbartianism refers to the movement underpinned by Herbart's
theoretical perspectives.[4] Referring to the teaching process, Herbart suggested 5 steps as crucial
components. Specifically, these 5 steps include: preparation, presentation, association,
generalization, and application.[5] Herbart suggests that pedagogy relates to having assumptions as
an educator and a specific set of abilities with a deliberate end goal in mind.[6]

Etymology and pronunciation[edit]

The word is a derivative of the Greek (paidaggia), from (paidaggos),
itself a synthesis of (g), "I lead", and (pas, genitive , paidos)"child": hence, "to
lead a child."[7] It is pronounced variously, as /pddi/, /pdodi/,
or /pdi/.[8][9] Negative connotations of pedantry have sometimes been intended, or taken, at
least from the time of Samuel Pepys in the 1650s.[10]

Academic degrees[edit]
An academic degree, Ped. D., Doctor of Pedagogy, is awarded honorarily by some US universities
to distinguished teachers (in the US and UK, earned degrees within the instructive field are classified
as an Ed. D., Doctor of Education or a Ph.D. Doctor of Philosophy). The term is also used to denote
an emphasis in education as a specialty in a field (for instance, a Doctor of Music degree in piano
pedagogy).

Pedagogues[edit]
Douris Man with wax tablet

The pedagogue's job is usually distinguished from a teacher's by primarily focusing on teaching
children life-preparing knowledge such associal skills and cultural norms. There is also a very big
focus on care and well-being of the child. Many pedagogical institutions also practice social
inclusion. The pedagogue's work also consists of supporting the child in their mental and social
development.[11]

In Denmark all pedagogues are educated at a series of national institutes for social educators
located in all major cities. The education is a 3.5-year The word pedagogue means "leading children"
some say to the teacher and other leading them, that mean raise and develop dignity and virtue.

In Denmark, a pedagogue is a practitioner of pedagogy. The term is primarily used for individuals
who occupy jobs in pre-schooleducation (such as kindergartens and nurseries) in Scandinavia. But a
pedagogue can occupy various kinds of jobs, e.g. in retirement homes, prisons, orphanages,
and human resource management. These are often recognized as social pedagogues as they
perform on behalf of societyacademic course, giving the student the title of a Bachelor in Social
Education (Danish: Professionsbachelor som pdagog).[12]

It is also possible to earn a master's degree in pedagogy/educational science from the University of
Copenhagen. This BA and MA program has a more theoretical focus compared to the above-
mentioned Bachelor in Social Education.

In Hungary, the word pedagogue (pedaggus) is synonymous with teacher (tanr); therefore,
teachers of both primary and secondary schools may be referred to as pedagogues, a word that
appears also in the name of their lobbyist organizations and labor unions (e.g. Labor Union of
Pedagogues, Democratic Labor Union of Pedagogues[13]). However, undergraduate education in
Pedagogy does not qualify students to become teachers in primary or secondary schools but makes
them able to apply to be educational assistants. As of 2013, the 5-year training period was re-
installed in place of the undergraduate and postgraduate division which characterized the previous
practice.[14]

Pedagogical
Explanation
Approach
Open-Ended Lessons are structured so that multiple/complex answers are possible:
Instruction students are not simply steered toward one right answer.

Interdisciplinary The resource provides opportunities for learning in a number of

Learning traditional 'subject' areas (e.g. Language Arts, Science, Math, Art,
etc.).

Learning activities are constructed so that students discover and build

knowledge for themselves and develop largely on their own an
understanding of concepts, principles and relationships. They often do
this by wrestling with questions, and/or solving problems by exploring
their environment, and/or physically manipulating objects an/or
performing experiments.

Satisfactory = Students are provided with intriguing questions,

Discovery Learning materials to use & some direction on how to find answers. The
learning involves unique experience & provides some opportunity for
an 'ah-hah' event.
Good = Students are provided with intriguing questions, materials to
use, & make their own decisions on how to find answers. The learning
involves unique experience & provides definite opportunity for an 'ah-
hah' event.
Very Good = Students choose what questions to investigate as well as
the materials/strategies to use to answer them.

Students are given opportunities to identify, clarify and express their

own beliefs/values.

Poor = Students are not explicitely given an opportunity to clarify their

Values Clarification own values.
Satisfactory = Students are given a formal opportunity to clarify their
own values. The range of perspectives in the resource is limited;
therefore, students do not have and appropriate amount of information
to clarify their own values.

Differentiated Activities address a range of learning styles/different intelligences and

Instruction teach to both cognitive and affective domains.

Direct, authentic experiences are used.

Satisfactory = simulation
Experiential Learning
Good = authentic experience;
Very Good = authentic experience related to the primary goal of the
lesson

Group and cooperative learning strategies are a priority.

Satisfactory = students work in groups;

Co-operative Learning
Good = cooperative learning skills are explicitly taught and practiced
Very Good = cooperative learning skills are explicitly taught, practiced
and assessed

Assessment & Tools are provided that help students and teachers to capture
Evaluation of Student formative and summative information about students' learning and
Learning performance. These tools may include reflection questions, checklists,
rubrics, etc.

Provides opportunities for students to actively present their knowledge

and skills to peers and/or act as teachers and mentors.

Satisfactory = incidental teaching that arises from cooperative

Peer Teaching learning, presentations, etc.;
Good or Very Good = an opportunity is intentionally created to
empower students to teach other students/community members. The
audience is somehow reliant on the students teaching (students are
not simply presenting)

Relevant case studies are used. Case studies are thorough

Case Studies descriptions of real events in real situations that can be used to
examine concepts in an authentic context.
 Meaningful opportunities are provided for students to choose elements
Locus of Control of program content, the medium in which they wish to work, and/or to
go deeper into a chosen issue.

Criterion Explanation

What skills does this resource explicitly teach? For example: analysing
Skill-Building one's ecological footprint, detecting bias, building consensus,
controlling variables, writing letters, presenting, etc.

Implicit Curriculum What important ideas are implied by the resource, but not explicitly
taught?

Null Curriculum What important, related ideas/issues are not addressed in this
resource?

Provide highlights from the Sustainability Education and Pedagogical

Approaches charts. Also, consider addressing the following questions:

Is the resource interesting?

Is there a good quantity and quality of background information for the
Strengths &
teacher?
Weaknesses
Is there a good quantity and quality of background information for the
student?
Is the resource thorough and easy to use?
Is support offered to teachers?
Is the package up-to-date?

Would you recommend this resource?

Yes
Overall Rating
Yes, with qualifications
No, but very close
No

To Enhance This The following changes are necessary:

Resource... The following changes would be beneficial:

Recommendation What concepts and skills does this resource explicitly teach? In which
of how and where grades, subject, and/or curriculum units is the resource appropriate
to use it and/or useful.

Chapter 3Research MethodologyThis chapter describes the methodology of research study, supervision
ofinterviewers, and data analysis techniques, including collection of data, study design,sampling frame and
procedure of respondents selection. In this study methodologieshave been used to diagnose and examine the effect
of K-12 program on the Bachelor ofScience in Accountancy curriculum and students.

Research MethodThe descriptive research method is used in gathering the needed information forthis study. This
method enables the researchers to interpret the theoretical meaning ofthe findings and hypothesis development for
further studies. Specifically the researchersutilized a questionnaire type of descriptive research method
which enables theresearchers to gather information from the respondents without the respondents havingany
difficulties in answering the questions required for the researchers to haveinformation regarding the
effects of k-12 program to the BSA curriculum.

Sampling TechniqueThe researchers applied the Convenience sampling, is a non-probabilitysampling technique

where subjects are selected because of their convenientaccessibility and proximity to the researcher. The subjects are
selected just because