2.

Professional Knowledge and Understanding

2.3 Pedagogical Theories and Practice

2.3.1 Have knowledge and understanding of 2.3.2 Have knowledge and understanding of the
relevant educational principles and pedagogical importance of research and engagement in
theories to inform professional practices professional enquiry
• Have knowledge and understanding of the • Know how to access and apply relevant
stages of learners’ cognitive, social and findings from educational research
emotional development which they are able to • Know how to engage appropriately in the
use to take account of all learners’ needs systematic investigation of practice.
• Have knowledge and understanding of
learning theories and the importance of these
in planning, teaching and learning
• Have knowledge and understanding of the
ways in which natural, social, cultural, political
and economic systems function and of how
they are interconnected.
 2. Professional Knowledge and Understanding
2.3 Pedagogical Theories and Practice
2.3.1 Have knowledge and understanding of relevant educational principles and
pedagogical theories to inform professional practices.
Have knowledge and understanding of learning theories and the importance of
these in planning, teaching and learning.
28th August 2020:
I am aware of the fact that my journey in teaching is at
embryonic stage, and not having enough experience in
teaching could limit the range of teaching approaches
that I could comfortably adopt. Moreover, as a learner I
am also subjected to a range of stressors, which would
inevitably question my ability to teach. I have read
through the 3-stage model of teacher development that
Fuller presented (Fuller 1969).
I understand that as a teacher, I must set high
expectations, which will inspire, motivate and challenge
my pupils. The CfE calls for establishing a safe and
stimulating environment for pupils rooted in mutual
respect, setting goals that stretch and challenge all pupils
(emphasis added) regardless of their backgrounds,
abilities and dispositions, and demonstrating positive
attitudes, values and behaviours. I am equally responsible
and accountable for pupils’ attainment, progress and
outcomes. So, how do I do that? I understand that I shall
be aware of pupils’ capabilities and their prior knowledge,
and plan my teaching around that. However, in its own it
is not enough for progress. I shall also guide my pupils to
reflect on the progress they have made and their
emerging needs. For this, I should demonstrate
knowledge and understanding of how pupils learn and
how this impact on my teaching. I visualise it as a
continual cycle that I should embed in my daily practice
allowing for peers, mentors, and students’ feedback. It is
the closing-loop feedback, what would enable me to
adapt my teaching practice to respond to the strengths
and needs of all pupils, and at the same time to
contribute to raising our professional standards.
During our Week 1 session, we were presented with the
ideas of Kyriacou (1997), who identified that a student
learning what was intended is the basis for describing
effective teaching.
Being at the initial stages of beginning to understand the
nature of learning, learning theories, and how students
might prefer to learn, I might start with answering few
questions. These are: what learning is, and how I might
consider it in one classroom and promote it in my
practice; what are those learning styles that I might
encounter in my classrooms and even more importantly,
how I can identify those. Looking outside my classroom
practice, what are the implications for learning in light of
some key reforms in education in Scotland and in
particular the growing interest in personalised learning.
This last question inevitably takes me to the implications
of the GTCS Standards for enabling student learning.
30 August 2020:
I have left important questions unanswered when reading
and researching on learning theories. I have found that
learning theories typically fall within one of two
classifications: behaviourist and cognitive, and these
should be applied as the situation demands, and critically
examined within the dynamics of classroom life. There is
not a recipe or a one-size-fits-all approach, and it also
understood that learning occur implicitly and explicitly.
 2. Professional Knowledge and Understanding
2.3 Pedagogical Theories and Practice
30th August 2020 (Continuation):
Initially, I was drawn to the concept that Driscoll (1994)
presented that learning is an enduring change in an
individual as a consequence of an experience in a
particular situation. However, I recognise that it is valid
for a given moment in time, but this definition excludes
the many changes that occur due to growth and
development. For the moment, I am holding to this
definition under the premise that my first impact on
pupils are in a somehow confined space and time, and
that my influence on their ‘current’ attainment and
progress would also impact their future ways of learning
and developing, and it is perhaps a valid assumption for
an individual pupil.
I anticipate that in the classroom environment, I will be
faced with varying student needs and learning styles and
it is then when I start to recognise the importance of the
concept of personalised learning and teaching. I
immediately think about the context of secondary pupils,
and that they might well have varying levels of motivation
to be in class and to learn. Being aware of their social and
emotional development, being with their friends and
fulfilling their own agenda for social interaction may well
compete with my efforts to engage them with the lesson
content. Note to myself, I might find this somehow
disruptive. I shall include this in my preparation for
teaching practice.
1st September 2020:
At today’s teaching training session, we looked at
collaborative learning and we have identified this as a
way to promote learning gains by blending the pupils’
social system into the instructional system as it makes
sessions exciting and with relevant curriculum, group
work will demand student interaction and promote peer
teaching and cooperative learning.
Having read further on theories of learning, I take from
the behaviourism theory the view that learning is a
permanent transformation in behaviour, even though I do
not consider it to be static and this position comes from
my own experience as a learner. Nevertheless, this theory
has helped me to think about creating environments that
enable students to respond to stimuli, emphasising the
model of ‘good behaviour’ by shaping appropriate
behaviour rewarding positive responses.
Having a scientific background, I am inclined to favour
cognitive theorists, as their approach is of more holistic
perspectives on learning with specific in the ways pupils
solve problems. According to Bruner (1966) the
acquisition of knowledge is an active process. Individuals
construct knowledge by connecting the incoming facts to
previously acquired knowledge. It is here that the
individuals make meaning. In addition to this concept,
this theory brings the idea that the learning process is
primarily social and learning occurs through socialisation
carried out in a variety of contexts such as the school, the
family or peer group. I can link this view with Doyle’s
model, which there was a very heavy emphasis upon the
social task system and how teachers might develop this
to achieve instructional objectives. The assumption here
is that students will learn when placed in these groups –
or other interactive settings, as much of what is learned is
learned from others (Vygotsky 1962). A note to myself is
to incorporate this view when planning classroom
activities.
Rather than being given specific information on how the
task is to be performed, it brings me to the constructivist
approaches to encourage learners to find their own way
through the tasks, developing and creating their own
knowledge. This is perhaps an empowering theory that
would allow me as a teacher to promote learner
autonomy and initiative, created by doing, researching
and experiencing real-life situations (Roelofs and Terwel
1999). In effect, as the term suggests, learners attempt to
‘construct’ individual meanings based upon what they
currently understand and know. Constructivism assumes
that all learners have had different experiences, therefore
individual understanding cannot be the same between
people.
In summary, learners construct knowledge actively and
socially, learners already possess ideas about the
learning situation; and learners (can) take greater
responsibility for and ownership of their learning.
 2. Professional Knowledge and Understanding

2.3 Pedagogical Theories and Practice

5th September 2020:

Having researched on learning theories and identified the
relevant elements to my teaching practice, I now need to
consider the experiences I will get on my practice time
and request feedback on the use (or not) of activities and
tasks, which illustrate the positions on learning I have
drawn from the theorists. Note to myself: prepare a self-
evaluation form with questions such as: Have I: asked my
students in their groups to predict the outcome of a
science experiment before they begin? used praise to
encourage certain types of activities? developed an
interactive multimedia presentation to make a topic more
interesting? allowed my students to set their own
personal targets when fulfilling a role of their choice (e.g.
roles from collaborative activities, timekeeper, resources,
etc.)? structured an environment in a session where my
students engaged in critical thinking? used a reward to
encourage my students to complete a task?

Constructivism represents a dominant school of thought

on learning. An understanding of students’ prior
conceptions is critical to helping them connect new
learning with established knowledge structures. The
concept of personalised learning puts forth a system
where the child is at the centre and where teachers
engage in dialogue with children so their voices are
heard. Note to myself to implement this idea within the
design of lessons and interventions.