Pedagogy

Pedagogy
Abba Hailegebriel Girma (PhD, EdD)

Course Code:
Subject Area: Education
Module Title: Pedagogy

Class Venue: HTU
Length of Teaching: (Total: 15 Weeks)

Class Taught by Abba Hailegebriel Girma (PhD, EdD)
E-Mail: abbahg1@gmail.com
Module Description
This module allows the students to reflect major thoughts on theories of education and their
implications in teaching and learning processes, curriculum, classroom management, and
social changes. The general aim of the module is that the student should acquire knowledge
of pedagogical theories of relevance to working with people.
Intended Learning Outcomes:
After completing this course, students should be able to:
(Knowledge) –
• Have a broad understanding of pedagogy;
• Have a good understanding of the meaning, philosophies, and theories of teaching;
(Skills) –
• Describe the basic view of different pedagogical orientations;
• Describe and reflect on different theories of motivation and learning;
• Evaluate how philosophy, thoughts, and theories of education affect learning
processes.
(Competence) –
• Become competent in planning, conducting, evaluating, and presenting teaching
projects.
• Apply concepts related to communication theory through the teaching process.
Teaching and Learning Methods

This course will be delivered using a combination of lectures and article reviews. The ethos
of the course is that learning is a shared experience between all the participants. The role of
the course leader is to facilitate the learning experience and not to be the possessor of any
special knowledge, wisdom, or authority. Hence participation and dialogue on all aspects of
the course are encouraged and welcomed. There will be discussion boards for students to
discuss among themselves different aspects of the course, and the course leader will
participate in the discussions when it is appropriate. The course leader encourages students to
1| Abba Hailegebriel Girma (PhD, EdD)

work together on homework assignments. Use the discussion board to post your questions
and read the responses from your classmates. Exams are on an individual basis. Any
questions on exams should be directed to the course leader. The course leader will add
information to the exams if there are experiencing particular problems. For this, a course
handout will be provided and the main issues will be discussed in the class with a PowerPoint
presentation. In addition to this, reading documents, which are extracted from different
sources, will be provided for individual reflection and communal discussion.
Expectations
Students will be expected to read and analyze material from the course handouts. They will
also be expected to attend and participate in class. The course leader will attempt to provide
interesting and informative material for them to read, give helpful lectures, provide activities
that challenge and stimulate interest, be available to answer any questions they may have, and
provide fair and timely evaluations of their achievement.
Course Structure
The following is the structure of the course:
Week Topics Sub-Topics Descriptions
• Course Outline and Syllabus Orientations to the module

Week 1 • Assignments/presentation outline, syllabus,
Introduction to the expectations, and
• Academagogy: Pedagogy,
module - Pedagogy assignments
Andragogy and Heutagogy Introduction to one another
and group norms
• What is Education?
• Forms of Education
Week 2 Education, the Lecture and Class Discussion
• What is the concept of Pedagogy?
Concept of Pedagogy and Exercise
& Pedagogical Model • Why the Pedagogical Model?
• Who is the Pedagogical Model for?
• The Pedagogical Model domains
• The nature of pedagogical content
Pedagogical Content knowledge
Week 3
Knowledge & • What is Pedagogical content
Lecture and Exercise
Pedagogical knowledge?
Approaches in • 5 Pedagogical Approaches in
Teaching Teaching
• Reviewing Articles Group Discussion with

Week 4 Article Reviews
• How to write article review Exercise

Curriculum
Week 5 Development & • Types of Curriculum Lecture and Exercise
Design
• Steps of Designing Course Lecture with examples,

Week 6
Course Planning • Integrated Course Design Class Discussion and
• Principles of Instructional Design Exercise
• How to design syllabus.

• Syllabus design and methodology
Week 7 Lecture with examples and
Designing Syllabus • Product-oriented syllabuses
Class Discussion
• Procedural syllabuses
• Task-based syllabuses
Week 8 Mid-Exam • Exam Schedule or Article Review Assessment Period
• What is meant by ETHICS?

• What is professional ETHICS?
• What are the Ethical Standards?
Week 9 Professional Ethics in
• Principles of the Ethical Standards Lecture with examples, Class
Teaching
• Strategies of Ethics Training Discussion and Exercise
• Code of ethics and professional
conduct
• Ethics and teaching profession
• Learning Processes and Pedagogies in
Week 10 Religious Education Lecture with examples,
Pedagogies of
Religious Education • Skills for Learning in Religious Class Discussion and
Education Exercise
• Reviewing Articles Group Discussion with

Week 11 Article Reviews
• How to write article review Exercise
• Principles of Teaching
Week 12 • Teaching Methodology Lecture with examples and
Teaching Methods
• Types of teaching methods Class Discussion
• What is qualitative teaching?
• Effective Classroom Management and Lecture with examples and
Week 13 Classroom
its Strategies Class Discussion and
Management
• Purpose of Classroom Management Exercise
Methods of • Epistemology of Assessment and Lecture with examples and
Assignments and Evaluation Class Discussion
Week 14 Evaluation • What is Assessment?
• Types and Approaches to Assessment
• What is Evaluation?
• Functions of evaluations
• Principles of Evaluation
Week 15 Presentation • Group Presentation
Main Reference:
Dolezalova, J. Hable, J. and Janis, K. (2014). Fundamental pedagogy. Hradec Kralove.
Additional References:
Westbrook J, Durrani N, Brown R, Orr D, Pryor J, Boddy J, and Salvi F. (2013). Pedagogy,
curriculum, teaching practices and teacher education in developing countries. Education
Rigorous Literature Review. Department for International Development.
Course Work Assessment

Students will be provided a list of questions related to each topic discussed in the class to
study and prepare themselves for the exam. On exam day, the student will choose four or five
questions out of the list and give the answer in a separate paper. In order to pass, the module
students must complete the following pieces of assessed work.
Assignment Assessment type Notes % of formal

No. assessment
2 Class Exercises 4 Exercises 4*5=20%
3 Mid term Exam or Article 1 Exam or Article 30%
Review Review
4 Final Examination 1 Exam 50%
Grading
Result will be given based on student’s class participation and interactive discussion on the
reading documents, and of course the final exam.
A+ 95 – 100
A 90 – 94
A- 85 – 89
B+ 80 – 84
B 75 – 79
B- 70 – 74
C+ 65 – 69
C 60 – 64
C- 55 – 59
D 50 – 54
F Below 50
Academic Integrity
Academic integrity is a basic guiding principle for all academic activity, allowing the pursuit
of scholarly activity in an open, honest, and responsible manner. In according with the Code
of Conduct, students must not engage in or tolerate academic dishonesty. This includes, but is
not limited to cheating, plagiarism, fabrication of information or citations, facilitating acts of
academic dishonesty by others, unauthorized possession of examinations, submitting work of
another person, or work previously used without informing the lecturer, or tampering with the
academic work of other students.
Week – 1
What is meant by Academagogy?
The concept of academagogy is used as a mediating process of scholarly leading to balance
the use of all three gogies.
o Pedagogy
o Andragogy
o Heutagogy
McAuliffe et al., (2009) coined the term academagogy to propose a form of scholarly leading
they saw as necessary to balance the integration of pedagogy, andragogy and heutagogy as
necessary within the learning of any individual. McAuliffe et al., (2009) regarded the process
of academagogy as “operating at a meta-level, above the PAH continuum”.
What is Pedagogy?
Pedagogy is a term widely used in educational writing but all too often its meaning is
assumed to be self-evident. Originally, the word pedagogy comes from the ancient Greek
paidagogeo, literally ‘to lead the child’ and paidagogos, the slave who took children to and
from school/ (boy leader).
In other words, the paidagogos was a slave who supervised the education of his master’s son
and led him to school (so pedagogy is about walking the walk or leading your learners). The
word "paida" refers to children, which is why some people like to make the distinction
between pedagogy (teaching children) and andragogy (teaching adults).
Pedagogy as a Discipline
Pedagogy is:
o the art or science of teaching or of being a teacher.

o a study or science of ways and methods of teaching.
o also sometimes referred to as the correct use of teaching strategies.
o refers to strategies of instruction, or a style of instruction’.
o may be defined as the exploration of effective teaching and learning strategies.
Basic Principles of Pedagogy

o Learners need to know what their teachers teach.
o The learner’s previous knowledge is of little consequence as a resource for
learning. The essential components of the learning process are the teacher, the
textbook, and supplemental educational materials.
o Learners become ready to learn what their teachers tell them they must learn to
succeed in the course.
o Learners organize information according to the subject matter. Teachers must
organize material in a logical manner.
o Learners are motivated by external factors (e.g., parental or teacher approval,
good grades).
What is Andragogy?
From the Greek, literally means “adult-leading” (as opposed to pedagogy, which is “child-
leading”).
Definition: the art, science, profession of teaching adults.
Knowles (1973) stated adults (as opposed to children) tend to be self-directed learners, have a
vast knowledge base that can be tapped, rely on peers as resources, and are motivated to learn
in order to solve problems and apply what they have learned. Knowles’ theories emphasize
the adult learner as self-directed, intrinsically motivated, and possessing relevant previous
knowledge in most learning scenarios. The assumptions of the andragogical model differ
significantly from those of the pedagogical model.
Some educational researchers will use the term “andragogy” when examining post-secondary
school education. Knowles (1970) developed five assumptions that underline his theory of
andragogy:
o Adults are self-directed learners.
o Adults bring a great deal of experience into the classroom.
o Adults who seek education are ready to learn.
o Adults are internally motivated.
o Adults want problem-based learning.
Basic Principles of Andragogy

o Adults need to understand why they need to learn something.
o Adults are self-directed and have a deep psychological need to be acknowledged
by others as capable of self-direction.
o Adults arrive in learning scenarios with a wider variety of knowledge and
experience than children. This previous knowledge can be of assistance in a new
learning
o situation but can also be a hindrance if it results in the individual being less open
to new concepts. In either case, adults expect their prior experience to be
acknowledged.
o Adults are task-centered learners. They become ready to learn subject matter
based on the need for certain learning in order to cope with their lives.
o Although adults respond to external motivators like promotions or higher salaries,
they are more motivated by intrinsic factors like self-esteem, job satisfaction, and
quality of life (Knowles, et al., 2005).

What is the difference between Pedagogy and Andragogy?
The Learner
Pedagogical Andragogical
• The learner is dependent upon the • The learner is self-directed
instructor for all learning.
• The teacher assumes full responsibility • The learner is responsible for his/her own
for what is taught and how it is learned. learning.
• The teacher evaluates learning • Self-evaluation is characteristic of this
approach
Role of the Learner’s Experience
• The learner comes to the activity with little • Learner brings a greater volume and
experience that could be tapped as a quality of experience.
resource for learning.
• The experience of the instructor is most • Adults are a rich resource for one
influential. another.
• • Different experiences assure diversity in
groups of adults.
• Experience becomes the source of self-
identify.
Readiness to Learn
• Students are told what they must learn • Any change is likely to trigger a readiness
in order to advance to the next level of to learn
mastery.
• The need to know in order to perform more
effectively in some aspect of one’s life.
• Ability to assess gaps between where one is
now and where one wants and needs to be
Motivation for Learning
• Primarily motivated by external • Internal motivators: self-esteem,
pressures, recognition,
• competition for grades, and the • better quality of life, self-confidence, self-
consequences of failure. actualization.

Orientation to Learning
• Learning is a process of acquiring • Learners want to perform a task, solve
prescribed subject matter. a problem, live in a more satisfying
way.
• Content units are sequenced according to • Learning must have relevance to real- life
the logic of the subject matter tasks
• Learning is organized around
life/work situations rather than
subject matter units.
What is ‘Heutagogy’?
Heutagogy was first defined by Hase and Kenyon (2000) as a “form of self-determined
learning” (p.1). Heutagogy is differentiated from andragogy in terms of who frames that
starting point for learning to occur, in andragogy, there is an educator, in heutagogy, there is a
student.
Heutagogical design contains the following elements:

• Learning contracts
• Flexible curriculum
• Learner-directed questions
• Flexible and negotiated assessment (Blaschke, 2012)
Course design elements can include:

• Reflective journaling
• Action Research which allows learners to experiment with real-life situations.
• Formative and summative assessment
• Collaborative learning (Blaschke, 2012).
The Need for Heutagogy
This revolution recognizes the changed world in which we live. A world in which:
• Information is readily and easily accessible;
• Change is so rapid that traditional methods of training and education are totally
inadequate;
• discipline-based knowledge is inappropriate to prepare for living in modern
communities and workplaces;
• Learning is increasingly aligned with what we do;
• Modern organizational structures require flexible learning practices
• There is a need for immediacy of learning.
• A heutagogical approach recognizes the need to be flexible in the learning,
• Where the teacher provides resources but the learner designs the actual course he or
she might take by negotiating the learning.
• Thus, learners might read around critical issues or questions and determine what is of
interest and relevance to them and then negotiate further reading and assessment
tasks.
• With respect to the latter, assessment becomes more of a learning experience rather
than a means to measure attainment.
• Teachers should concern ourselves with developing the learner’s capability, not just
embedding discipline-based skills and knowledge.
From Pedagogy to Heutagogy
It is thirty years since Knowles introduced us to the concept of andragogy as a new way of
approaching adult education. Much in the world has changed since that time, and we all know
that the rate of change seems to increase every year. Heutagogy, the study of self-determined
learning may be viewed as a natural progression from earlier educational methodologies – in
particular from capability development.
References
• Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical

practice and self-determined learning. The International Review of Research in Open
and Distance Learning, 13(1), 56-71.
• Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. Ultibase Articles, 5(3),
1-10.
• Knowles, M. S. (1970). The modern practice of adult education. (Vol. 41). New York:
New York Association Press.
• Knowles, M. (1973). The adult learner: A neglected species. Houston: Gulf.
• Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to
andragogy. Chicago: Follett.
• McAuliffe, M., Hargreaves, D., Winter, A. and Chadwick, G. (2009). Does pedagogy
still rule? Australasian Journal of Engineering Education, Vol. 15 No. 1, pp. 13–18.

Week – 2
Education, the Concept and Model of Pedagogy
What is Education?
It is not simple to define the word ‘education’ which has a very wide connotation. Different
philosophers and thinkers have defined education in accordance with their philosophy of life.
As a result, divergent concepts and definitions of education have been emerged. Aggarwal
(1985, p. 3) writes “the concept of education is like a diamond which appears to be of a
different color when seen from different angles.”
We have different definitions and interpretations of education due to the following main
reasons:
• Complex nature of human personality: Since the development of the personality of

an individual is the subject matter of education, different aspects of human personality
lead to different definitions.
• Complexity of human environment: Education is a process that helps us to adjust
ourselves to the environment and different environment lead to different definitions.
• Different philosophies of life: Various scholars have defined education in
accordance with their philosophy of life.
• Different educational theories and practices: Various educational theories and
practices lead to different definitions.
When we come to some of the definitions, in classical Greece Aristotle defined education as
"The creation of a sound mind in a sound body", whereas a number of idealist philosophers
considered education as “a means of transmission and preservation of knowledge and cultural
values”. For our purpose, however, the following definition of education gives us a general
view as to what education as a social phenomenon is:
Education is a life-long process and a universal practice of all human beings done by all
societies at all stages of social development geared to the shaping of the individual’s
personality.
The phrase:
• Life-long - shows that education is an activity that starts at the time of birth and
continues to the time of death.
• Universal practice - indicates that education is a practice, where all human beings of
the earth learn in one form or another irrespective of their level of development.
• Shaping personality - indicates that education in its wider sense aims at developing
the individual’s physical, mental, social, moral, spiritual and aesthetic aspects of
personality.
10 | A b b a H a i l e g e b r i e l G i r m a ( P h D , E d D )
Forms of Education
Some people usually confuse education with schooling. However, schooling is only one form
in which education is provided. There are three forms of education namely formal, non-
formal and in formal education through which human beings acquire knowledge, develop
various skills and form value systems. Even though all of them provide opportunities for the
individual’s learning, they have different features.
Formal Education
Formal education is a form of education offered in specially built institutions such as schools
(KG - universities) with fixed curriculum, timetable, admission and exit policy and
certification. Example:
KG, primary, secondary, higher (college/university) education. Hence, formal education is

characterized by:
• Fixed admission and exit policy,
• Highly or completely structured curriculum and timetable,
• Award of certificates etc.
Non-formal Education
Non-formal education is any organized learning activity outside the structure of the formal
education system that is consciously aimed at meeting specific learning needs of particular
groups of children, youths or adults in the community. It is moderately structured and flexibly
arranged education i.e., there is more flexibility as to the places and methods of learning.
Example: literacy programs, seminars, workshops, short-term training, conferences or
symposium, distance or correspondence education, traditional church education etc.
Hence, non-formal education is characterized by:

• Flexible entry and exit,
• Chances of re-entry and re-exit,
• A moderately structured curriculum, which is responsive to learner’s and
environmental needs.
Informal Education
Informal education is a form of education acquired in the day-to-day activities of the

individual in the environment. It is completely unstructured learning and individuals are free
to follow according to their own interest. That is to say informal education pursues its own
course, at its own pace, by its own means throughout person’s life. Example: learning from
family members, peer groups, printed materials (like newspapers, magazines, books),
electronic media such as radio, television, films, internet/social media etc, public sermons etc.
Therefore, informal education is characterized by:

• Completely unstructured learning process.
• Absence of the award of certificates.
• Immeasurable results etc.
Purposes of Education
Education has both personal and social purposes i.e., both individuals and societies get
benefits from education. In terms of science and technology for example, education produces
creative individuals who can push forward the frontiers of knowledge in science and
technology, individual who can make rational use of the discoveries and inventions already
made and those individuals who are able to adjust themselves to the discoveries of tomorrow.
Generally, as purposive social phenomenon, education enables people to be conscious of
themselves & their social, economic, political and geographic environment and to protect,
develop and make better use of their environment. Hence, education makes people to:
• Actively participate in any development activity,
• Increase their problem-solving capacity,
• Differentiate between harmful and useful practices.
• Be responsive to different problems such as poverty, disease, etc.
• Promote respect for human rights, equality, justice, mutual help and understanding,
cooperation, peace and prosperity.
• Develop their personality and earn a better living.
Concept of Pedagogy
Pedagogy refers to the way of teaching students, whether it is the theory or practice of
educating. It is a relationship between the culture and techniques of learning. The main aim
of pedagogy is to build on previous learning of the students and work on the development of
skills and attitudes of the learners. Pedagogy enables the students to get a thorough
understanding of the subject and helps them in applying those learnings in their daily lives
outside of the classroom.
Pedagogy in teaching can be referred to as an educator’s understanding of how the students

learn. The teachers are focused on presenting the syllabus to the students in such a way that it
is relevant to their needs. Pedagogy demands classroom interactions between the teacher and
students which create a significant impact on the learner’s mind.
Importance of Pedagogy in Teaching Improves Quality of Teaching
If a well-thought pedagogy is implemented in the classrooms, the quality of education can
show a drastic improvement. This will benefit the students by helping them thoroughly
understand the education material, thereby improving the learning outcomes.
Encourage Cooperative Learning Environment
The implementation of pedagogy in education encourages the students to work together

towards completing a task and learn together. This increases their perceptions by
understanding and taking views from the other students, thereby adapting the cooperative
learning environments making them better leaders in the future.
Student Can Follow Their Ways of Learning
A well thought pedagogy can help the students to grasp education in various ways. It caters to
the learning abilities of different students. Students can follow their preferred ways of
learning and stick to them. In this way, the students develop a better understanding of the
subject, which eventually improves their skills and learning outcomes.
Eliminates Monotonous Learning Pedagogy and child development work hand in hand. It
helps the student to think in different ways and move beyond the traditional methods of
memorization and comprehension for learning. It invokes complex processes of learning
among the students such as analyzing, creative thinking, and evaluation. Further, it makes
students more receptive to what the teacher is teaching.
Convenient Learning Approach for All
Students with special needs require different ways of learning and teaching in the institutes.
Implementation of a suitable pedagogical approach will help them learn better and encourage
them to be a part of the mainstream learning community. Improves Teacher-Student
Communication The teacher understands the student in a better way which helps them to
focus on the student’s weaknesses and guide them.
What is the Pedagogical Model?
The Pedagogical Model describes what effective teachers do in their classrooms to engage
students in intellectually challenging work. It provides an overview of the learning cycle and
breaks it down into five domains or phases of instruction:
• Engage,
• Explore,
• Explain,
• Elaborate and
• Evaluate.
The Pedagogical Model domains are elements of one complete model of teaching rather than
separate, self-contained components. In some lessons, students will move through all five
domains. In other lessons, teachers will naturally switch between domains in response to
student needs and learning program requirements. The Pedagogical Model respects this kind
of flexibility – it is not designed as a template for linear or prescriptive lesson plans.
Domain’s Overview
Engage Explore Explain, Elaborate Evaluate

Teachers know Teachers present Teachers Teachers Teachers use
their students challenging explicitly teach challenge multiple forms
well and tasks relevant students to of assessment
engage them in to support knowledge, move from and feedback to
building students in concepts and surface to deep help students
supportive, generating skills in learning, improve their
inclusive and and multiple ways to building student learning and
stimulating investigating connect new and ability to develop agency.
learning questions, existing transfer They monitor
environments. gathering knowledge. and generalize student progress
Teachers relevant They monitor their learning. and analyze data
motivate and information and student progress They support to draw
empower developing in learning and students to be conclusions
students to ideas. They help provide reflective, about the
manage their students structured questioning and effectiveness
own learning expand their opportunities self-monitoring of their teaching
and develop perspectives and for practicing learners. practices,
agency. preconceptions, new skills and identify areas
understand developing for improvement
learning agency. and address
tasks and student
prepare to individual
navigate their needs.
own learning.
What is the Importance of Pedagogy?
The teachers regard pedagogy as an essential part of the teaching-learning methods and
instructional strategies. Having a well-thought-out pedagogy can bring about improvements
in the quality of life of teaching and the way the students can learn. When the students get
enrolled in educational institutions and pursue academic programs, it is apparent that certain
concepts will be new to them, and they will be needing help in understanding them. Being
aware in terms of the methods one can teach and facilitate student learning can contribute
effectively in acquiring an understanding in terms of importance of pedagogy. Pedagogy is
regarded as an academic principle.
Pedagogy is the act of teaching. In the past, the teachers made use of traditional methods in
imparting knowledge and understanding to the students in terms of lesson plans and academic
concepts. But with the advent of technologies, they are making use of technologies and other
modern and innovative methods in facilitating learning. Pedagogy is concerned with the fact
that both theory and practice should be taken into account in terms of how the knowledge is
produced. In this manner, both theory and practice become the key factors in the interplay
with pedagogy encompassing the aspects that includes the references of the students in terms
of learning. Pedagogy is regarded as the relationship between theory and practice of
educating.
Different Aspects of Pedagogy
The different aspects of pedagogy are ‘Socratic pedagogy, social pedagogy, critical
pedagogy, and culturally responsive pedagogy’. These are stated as follows:
Socratic pedagogy is the one that follows the philosophical approach. It involves a process,
whereby the students can develop their social and intellectual skills. The important skills,
which the individuals need to develop are, communication skills, decision making skills,
presentation skills, critical thinking skills, analytical skills, problem solving skills, technical
skills, time management skills, personal skills and professional skills. The pursuance of
education enables the individuals to hone these skills.
Social pedagogy puts emphasis upon the fact that education is critical to the social
development of the students. In the life of all the individuals, socialization is regarded as an
important aspect. They need to develop social skills in order to enrich their living conditions
in an efficacious manner and acquire better livelihoods opportunities. Social pedagogy has
the main objective of developing the social skills of individuals and support them throughout
their lives.
Critical pedagogy is the pedagogy that puts emphasis upon critical theories. It is inspired by
critical theories and radical philosophies, which makes an attempt to help the students to
question, challenge the domination and undermine the beliefs and practices that are alleged to
dominate. Critical pedagogy can be explained with the help of an example.
In the culturally diverse society, three functional dimensions are, institutional, personal and
instructional. These are utilized together to recognize and respond to the cultural differences
among students. In the implementation of the culturally responsive pedagogy, the instructors
need to adapt to the practices to accommodate the cultural needs of the students. The
academic concepts and lesson plans are the same for all the students, but they are different
from each other in terms of culture.
References
• Persaud, C. (2019). Pedagogy: What educators need to know? Retrieved September

25, 2020 from tophat.com
• Payne, L. (2019). Panel on effective pedagogy in cultural context. Comparative &
International Education Society. San Francisco, CA.
• Paschenko, M. & Krasnoshtan, I. (2014). Pedagogy: Textbook. Kyiv: Academic
Literature Centre.
• Vavrus, F. and Bartlett, L. (2012). Comparative pedagogies and epistemological
diversity: Social and materials contexts of teaching in Tanzania. Comparative
Education Review, 56(4), 634-658.
Week – 3
Pedagogical Content Knowledge and Pedagogical Approaches in

Teaching
Aim:
This session introduces students to the Pedagogical Content Knowledge and approaches in
teaching.
Learning Outcomes:
Students can identify Pedagogical Content Knowledge and Pedagogical approaches in

teaching.
Pedagogical Content Knowledge (PCK)
What is Pedagogical Content Knowledge? The term pedagogical content knowledge was
defined as “a second kind of content knowledge” and “a shift was about to take place in how
teacher educators thought about the knowledge base of teaching” (Bullough, 2001, p. 655).
Pedagogical content knowledge is one of the most important knowledge bases that teachers
should possess in order to teach effectively. Having knowledge of the subject matter is not
enough to teach it. Teachers need to possess pedagogical content knowledge as well. PCK
depends on a teacher’s subject matter knowledge, knowledge of pedagogy and on how the
teacher transforms this knowledge into various forms that enable students in different
learning environments to understand the subject matter.
Pedagogical content knowledge is difficult to isolate and to measure. It forms a unique and
distinct knowledge domain of teacher cognition. pedagogical content knowledge is “the
knowledge base which is concerned with the representation and formulation of concepts,
pedagogical techniques, and knowledge of what makes concepts difficult or easy to learn, and
knowledge of learners’ prior knowledge” (Mishra & Koehler, 2006, p. 1027).
Pedagogical content knowledge is about selection of topics, useful forms of presentation,

analogies, illustrations, examples, explanations and demonstrations. Pedagogical content
knowledge also includes understanding of what makes the learning of specific topics easy or
difficult, including knowledge about conceptions and misconceptions that students bring to
the subject.
Three main components of pedagogical content knowledge:

• knowledge of tasks
• knowledge of students’ prior knowledge
• knowledge of instructional methods
Two Interpretations of Pedagogical Content Knowledge
Clarification of PCK components
Grossman’s clarification of PCK includes four central components:

1. conception of teaching purposes – knowledge and beliefs about the purposes for teaching
a subject at different grade levels;
2. knowledge of students, including students’ understanding, conceptions, & misconceptions
of particular topics in a subject matter;
3. curricular knowledge, which includes knowledge of curriculum materials available for
teaching particular subject matter & knowledge about both the horizontal and vertical
curricula for a subject;
4. knowledge of instructional strategies & representations for teaching particular topics.
Grossman's clarification of PCK components (1990, p. 5)

PEDAGOGICAL CONTENT KNOWLEDGE
Conceptions of Purpose for Teaching Subject Matter
Knowledge of Students Curricular Knowledge Knowledge of Instructional
Understanding Strategies
Tamir's description of science PCK components (1988, p. 100)
Knowledge Skill
Student Specific common conceptions and How to diagnose a student
misconceptions in a given topic conceptual difficulty in a
given topic
Curriculum The pre-requisite concepts needed for How to design an inquiry
understanding the subject oriented lesson
Instruction A laboratory lesson consists of three How to teach students to use
phases: pre-lab discussion, microscope
performance, and post-laboratory
discussion.
Evaluation The nature and composition of the How to evaluate
Practical Tests Assessment Inventory manipulation laboratory
skills
Pedagogical Approaches to Pedagogy

There are various approaches to pedagogy which aim to support learners through their
journey so they can achieve the maximum outcome.
Employing effective pedagogy approaches enables students to reach their full potential and
provides a strong foundation for learning.
This also helps students realize their own capabilities which improves their self-confidence
and self-esteem.
In turn, this increases the likelihood of students achieving, as they will be more motivated to
participate in different activities.
There are also different approaches to pedagogy which are:
• Constructivism
• Social Constructivism
• Behaviorism
• Liberationism
Constructivism
This can also be described as progressive teaching style which is a response to a traditional
method of teaching. It focuses on the idea that children are active rather than passive learners.
Constructivist pedagogy places the child at the center of the learning and can also be referred
to as ‘invisible pedagogy’.
Project work, play, exploration, and inquiry-based learning would be at the heart of a
constructivist approach. A lesson might include more student led learning and less focus on
the teacher.
Social Constructivism
Social constructivism was developed by cognitive psychologist Lev Vygotsky. He focuses on
the idea of children and teachers working together to achieve the best outcome. He argued
against the notion that learning could only happen in a social context and placed more
emphasis on the role of the teacher.
In a constructivist pedagogy, teachers would use group work in the classroom but would limit
groups to smaller sizes. With this approach, the teacher might also choose to use teacher
modeling, questioning, and class instructions to engage students in different activities.
Behaviorism
With this approach, the teacher is at the center of all learning practices. It focuses on the use
of direct instruction, and lecture-based lessons to communicate different topics to students.
Behaviorist pedagogy believes the teacher should be the sole authority figure, and leads the
lesson. Behaviorism believes knowledge should be delivered in a curriculum where each
subject is taught discretely. In a lesson using a behaviorist pedagogical approach, practices
would include lecturing, modeling and demonstration, and choral repetition.
Liberationism
This approach was developed by Brazilian educator, Paulo Freire. He believed education was
a discovery process, and for it to be a success, learners and educators need to collaborate
together to test different concepts. A liberationist approach is one where the student voice is
placed at the center, and the classroom is democratic in culture. There is value placed on
having the teacher as a learner, and the class works collaboratively together to discover new
subjects. In a classroom setting, the teacher might use examples of literature that contain non-
standard constructions. Students are given more authority and may take on the role of the
teacher.
Effective Teaching Approaches

Teaching Styles and Competencies: Throughout the last century, traditional teaching methods
have undergone significant changes; brought on by social, cultural and technological
developments. In the contemporary classroom, five distinct teaching styles have emerged as
the primary strategies adopted by modern teachers:
• Authority Style,
• Delegator Style,
• Facilitator Style,
• Demonstrator Style and
• Hybrid Style.
The authority style is primarily used in a lecture or auditorium setting, whereby the teacher
will give a lengthy, one-way discussion on a pre-assigned topic whilst students take notes and
memorize key pieces of information.
The Delegator Style: For subjects that necessitate group work, peer feedback or lab-based
learning, a delegator or group style of tutoring is often adopted. As a delegator, the teacher
may take an observer role to promote collaboration and encourage peer-to-peer learning.
The Facilitator Style: Teachers who adopt a facilitator or activity-based style encourage
self-learning in the classroom through increased peer to teacher learning. Unlike the lecture
style, teachers ask students to question rather than simply have the answer given to them. In
this style, activities are used to promote self-discovery and develop problem-solving skills,
which can often lead to the student developing a much deeper understanding of the topic.
The Demonstrator Style: Like the lecture or authority style of teaching, the demonstrator
retains authority in the classroom. However, instead of relying solely on a verbal lecture, the
demonstrator style combines lectures with other teaching forms, including multimedia
presentations and class activities.
The Hybrid Style: Some teachers adopt an integrated teaching style that incorporates their
personality, preferences and interests into their teaching. This strategy is known as the hybrid
style and is popular in subjects like Religious Studies. Teachers who use the hybrid style are
able to tailor their tutoring for different students, incorporating extra-curricular knowledge to
develop a deeper knowledge of a particular topic. However, some critics claim that the hybrid
style can weaken the learning process, as teachers try to be all things to all students.
Focusing Questions
• List your understanding of “Education”.

• What are the characteristics of an effective teacher?
• How can we determine teacher effectiveness?
• What are teaching styles? How effective are these Teaching Styles?
References
• Bullough Jr., R. V. (2001). Pedagogical content knowledge circa 1907 and 1987: a study
in the history of an idea. Teaching & Teacher Education, 17(6), 655-666.
• Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher
education. New York, NY: Teachers College Press.
• Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education.
Teaching and Teacher Education, 4(2), 99-110.
Week – 4
Article Reviews
Week – 5
Curriculum Development & Design
Learning Outcomes: Students will be able to describe the steps of curriculum

development, apply these principles to improve their task in educational program development,
describe why curriculum development is a form of scholarship and identify additional resources
for curriculum development.
Outline
• What is Curriculum?
• Curriculum Development
• Planning the Curriculum
• The Foundation of Curriculum
• The Components of Curriculum
• The Steps to Develop a Curriculum
The Definition of Curriculum

A curriculum is “a plan of action which incorporates the learning outcomes to be attained over a
period of time by exposing the learner to various learning experiences” (Singh, T.; Gupta, P. &
Singh, D., 2020). The curriculum is a comprehensive plan for an educational/ training program
or course to offer new/improved manpower to fulfill the rising needs of a dynamic society.
Curriculum can be defined, as an educational program which states:

a) “The educational purpose of the program (the ends)
b) The content teaching procedures and learning experience which will be necessary to achieve
this purpose (the means)
c) Some means for assessing whether or not the educational ends have been achieved”
(Richards, Platt and Platt 1993: 94)
“Curriculum is a very general concept which involves consideration of the whole complex of
philosophical, social and administrative factors which contribute to the planning of an
educational program” (Allen quoted in Nunan, 2000: 6).
“Curriculum theory encompasses philosophy and value systems; the main components of the
curriculum: purposes, content, methodology and evaluation; and the process whereby curricula
are developed, implemented and evaluated” (White, 1993: 19).
Curriculum deals with the abstract general goals of education which reflect the overall
educational and cultural philosophy of a country, national and political trends as well as a
theoretical orientation to language and language learning. A curriculum provides the overall
rationale for educating students.
Curriculum Development
Educational programs have goals or aims, whether articulated or not. Educators have
professional and ethical obligations to meet the needs of their learners and society. Educators
should be held accountable for the outcomes of their interventions. A logical, systematic
approach to Curriculum Development will help achieve these goals.
Planning the Curriculum

In order to plan the curriculum, we need to focus on:
1. Curriculum foundation:-
• Why a subject is being taught?
• Who is being taught?
• How a subject is being taught?
• What is to be achieved?
2. Curriculum Components
• Objectives
• Methods
• Materials
• Assessment
Approaches to Curriculum Planning
There are three approaches to curriculum planning:
• Subject centered
• Learner-centered
• Problem-solving
Steps to Develop Curriculum
There are also sex steps to developing curriculum.

Step 1- Problem Identification
This step can build the foundation for meaningful objectives of the curriculum.
Step 2- General needs assessment
It builds a rationale for your curriculum, grounds it in patient and societal needs, focuses a
curriculum’s goals and objectives and prevents duplication of effort. Furthermore, this step can
identify and characterize the educational Problem that will be addressed by the Curriculum.
Whom Does the Problem Affect? (Students, Society, Professionals). What Does the Problem
Affect? (Educational Outcomes, Quality of Education, Use of Educational Resources, Work and
Productivity and Societal Function).
Step 3 - Goals & Objectives
Goals are broad educational objectives, the general end toward which an effort is directed. Goals
set boundaries to clarify what will and will not be taught. Objectives are specific & measurable.
They define the content - what will be taught. Objectives can be written to encourage creativity,
flexibility, and non-specified learning relevant to curricular goals. Goals provide overall direction.
A manageable number of objectives should interpret the goals, focus and prioritize curricular
components.
Importance of Objectives
• Help prioritize
• Direct content
• Identify learning methods
• Enable and direct evaluation
• Permit clear communication to learners, faculty, and other stakeholders
Types of Objectives
1. Learner Objectives
• cognitive
• affective
• psychomotor (skill vs behavior)
2. Process Objectives
• curriculum implementation measures
3. The Educational Outcome Objectives
• effects beyond immediate learner objectives
Step 4 - Educational Strategies
Educational strategies include the content of the curriculum and educational methods.
Educational Methods: General Guidelines
• Maintain congruence between objectives and methods
• Use multiple educational methods
• Choose educational methods that are feasible
• Remember that assessment can drive learning
Educational Methods for Achieving Cognitive Objectives include:

• Reading
• Lecture
• Audio-visual Materials
• Discussion
• Programmed Learning
• Exposure (readings, discussions, experiences)
• Facilitation of openness, introspection, & reflection
• Role model
Educational Methods for Achieving Psychomotor Objectives also focus on:

1. Skill Objectives
• Supervised clinical experience
• Simulations
• Audio or visual review of skills
2. Behavioral Objectives
• Removal of barriers to performance
• Provision of resources that facilitate performance
• Provision of reinforcements for performance
Step 5 - Implementation
This step can make the curriculum a reality and convert a good plan into an accomplishment.
It follows the following steps:
• Identify resources
• Obtain support (institutional, external)
• Develop administrative mechanisms to support the curriculum
• Anticipate and address barriers
• Have a plan for introducing the curriculum
Step 6 - Evaluation and Feedback
This step can assess the achievement of objectives and stimulate continuous improvement.
Evaluation and feedback: Why?
• To determine if goals and objectives met
• To provide information for improvement
• To assess individual achievement
• To satisfy external requirements (e.g., ACGME)
• To document the accomplishments of curriculum developers
• To maintain and garner support
• To serve as a basis for presentations/ publications
There are ten tasks of evaluation:

1. Identify Users
2. Identify Uses
3. Identify Resources
4. Identify Evaluation Questions
5. Choose Evaluation Designs
6. Choose Measurement Methods and Construct Instruments
7. Address Ethical Concerns
8. Collect Data
9. Analyze Data
10. Report Results
References
Nunan, D. (2000). Syllabus design. Oxford: Oxford University Press.
Richards, Platt and Platt (1993) Dictionary of language teaching & applied linguistics.London: Longman.
White, R. (1993). The ELT Curriculum. Cambridge: Cambridge University Press.
Week – 6
Course Planning
Aim:
• This session intends to introduce students to how they can plan courses.
Learning Outcomes:
• Students have some understanding of how they can plan course.
Outline
• Steps to Design Course
• The Basics of Writing Learning Outcomes
• Integrated Course Design
• The Principles of Instructional Design
• Introduction
Careful course planning that occurs before, during, and after instruction is a foundation of
effective teaching. Educators need to organize course content around central concepts,
distributing all topics, readings, and assignments over a manageable timeline. Planning
frameworks can help to support beginning teachers but the ability to create plans and timelines
that correspond closely to course delivery must be advanced through experience.
Tips for Course Planning

• What do We as educators want the students to achieve?
• What resources are available or needed?
• How will learning be achieved, that is, what teaching methods and activities?
• How will I know that the objectives have been achieved?
Steps to Design Course
(A)
Learning Outcomes
(C) (B)
Teaching & Learning Assessment &
Outcomes Evaluation Methods
Steps to Design Course

1. Recognize who your learners are
• prior knowledge, emotional and intellectual development levels, demographics etc.
2. Write measurable and observable course learning outcomes
• skills, knowledge and
• attitudes to achieve deep
• learning of key concepts
3. Identify evaluation methods for demonstrating learning outcomes
• assignments, projects, tests, demonstrations
4. Consider informal assessment methods to use throughout the course
• surveys, peer sharing, consultations
5. Choose appropriate teaching and learning strategies to allow students to practice new learning.
• active learning, student-centered, authentic, engaging and experiential strategies
6. Keep the scope of content around key concepts and enduring understandings
• absolutely essential and necessary content to include vs. nice-to-know content.
7. Plan out your course content and how it will be organized.
• topics, content, support of learning experiences, time for application
The Basics of Writing Learning Outcomes

Definition
Learning Outcomes are broad statements about intended student learning after the course (or
program) has been completed in terms of the desired end product; what students should know
and be able to demonstrate, as well as the depth of the learning that is expected; knowledge,
skills and values required by students to demonstrate learning of core concepts and essential
components of the course (or program) and often presented separately in the cognitive,
psychomotor and affective domains, but also reflect a range of interacting knowledge, skills and
attitudes.
How Do They Fit Within the Course Design?

The learning outcomes are linked to the assessment and evaluation methods, along with the
teaching and learning strategies. It is best practice to write/edit your learning outcomes first,
before your other methods and strategies are chosen. The learning outcomes always keep the
learner front and center during the planning process.
Difference Between Learning Objectives and Learning Outcomes

Objectives are often written from a teacher’s perspective and typically are written more in terms
of their teaching intentions and indicate what content they intend to cover through instruction,
curricula, programs or activities. Outcomes are statements about anticipated achievements from
students. They are often more student-centered and describe what the learner should learn.
Integrated Course Design

Teaching is a complex human action. Many tasks that are involved comprise four general
components:
• Knowledge of the subject matter
• Decisions about the purpose and nature of the learning experience.
• Interactions with students (through lectures, discussions, office visits etc.)
• Management of the entire instructional event.
The Principles of Instructional Design
➢ Be Accessible and Fair

Instructional Design is anticipating varying student needs and circumstances. It involves a
commitment to remove barriers to accessing course materials and taking part in essential
activities.
➢ Be Straightforward and Consistent

Instructional Design is overcoming confusion, coordinating all parts of the curriculum, and
clarifying communications. Implementing what is known about learning and study skills.
➢ Provide Flexibility in Use, Participation and Presentation

Instructional Design is offering options in order to enable physical use, allow fuller participation,
and permit suitable demonstration of mastery of course requirements. Use your imagination to
create a rich learning environment for all involved.
➢ Be Explicitly Presented and Readily Perceived

Instructional Design is maximizing all communication media, without the presumption that
students are physically or cognitively enabled for all media.
➢ Provide a Supportive Learning Environment

Instructional Design is attitudes and actions that demonstrate respect for students as adults,
contributing to the learning of all. Encouraging questions and comments and respecting
individual needs.
➢ Minimize Unnecessary Physical Effort or Requirements

Instructional Design is recognizing that students will be of a wide range of ages, backgrounds,
physical characteristics and personal circumstances. Systematically eliminate, or adjust, anything
that requires physical effort.
➢ Ensure a Learning Space that Accommodates Both Students and Instructional Methods
Instructional Design recognizes that learning happens in intellectual as well as physical space.
Review the entire student experience from the standpoint of appropriateness, suitability, and
psychological accord, avoiding discord.
Discussion Points
• Define learning outcomes.
• Describe the Steps to Design Course.
• Identify four general components of Integrated Course Design.
• List the Principles of Instructional Design.
References
Singh, T.; Gupta, P. & Singh, D. (2020). Principles of Medical Education. Jaypee Publishers.
Rieckmann, M. (2017). Education for sustainable development goals. UNESCO Publishing.
Week – 7
Deigning Syllabus
Learning Outcomes:
Students will be able to learn about principles of syllabus design and how they can use it as a
guiding framework for their syllabus design, analyze their own syllabi through this framework,
and Apply the principles into their syllabus design.
Outline
• What is Syllabus?
• Syllabus Vs Curriculum
• What is Syllabus Design?
• Types of Syllabus
• Process Oriented Syllabus
• Steps and Characteristics of Syllabus
The Definition of Syllabus
Several definitions have been proposed for the term syllabus by different scholars. Hutchinson
and Waters (1987) stated, “A syllabus is an expression of opinion on the nature of language and
learning, it acts as a guide for both teacher and learner by providing some goals to be attained.”
According to Breen (1984), a syllabus can also be seen as "a plan of what is to be achieved
through our teaching and our students' learning”.
Stern (1984) affirms, “Syllabus as connected with content, structure and organization.”
“Curriculum is a very general concept which involves consideration of the whole complex of
philosophical, social and administrative factors which contribute to the planning of an
educational program” (Allen quoted in Nunan, 2000)
“Curriculum theory encompasses philosophy and value systems; the main components of the
curriculum: purposes, content, methodology and evaluation; and the process whereby curricula
are developed, implemented and evaluated” (White, 1993: 19).
Widdowson (1990) explains a syllabus as “the specification of a teaching program or pedagogic

agenda which defines a particular subject for a particular group of learners . . . a syllabus
specification, then, is concerned with both the selection and the ordering of what is to be
taught”.
According to White (1988) opinion: A complete syllabus specification will include all five
aspects;
(1) Structure,
(2) Function,
(3) Situation,
(4) Topic, and
(5) Skills
Yalden (1984) defines a syllabus as “Syllabus is connected with learner’s need and aims”. A
syllabus is an expression of opinion on the nature of language and learning; it acts as a guide for
both teacher and learner by providing some goals to be attained. At its simplest level, a syllabus
can be described as a statement of what is to be learned. Syllabi is the plural form of “syllabus”.
Syllabi is the summary or outline of an educational course and is descriptive.
Difference between Syllabus and Curriculum
The main point of a syllabus is to share information. It is also used in more specific purposes
such as planning tools or course plans. A subject syllabus is a unit of the curriculum. The
syllabus covers the portion of what topics should be taught in a particular subject. Whereas
Curriculum is a combination of some factors which helps in the planning of an educational
program.
Richards (2001) states, “A syllabus is a specification of the content of a course of instruction and
lists what will be taught and tested.” A syllabus is simply an outline and timeline of a particular
course. It will typically give a brief overview of the course objectives, course expectations, and
list of reading assignments, homework deadlines, and exam dates.
Curriculum is an educational program which states “the educational purpose of the program (the
ends); the content of teaching procedures and learning experience which will be necessary to
achieve this purpose (the means); and some means for assessing whether or not the educational
ends have been achieved” (Richards, Platt and Platt, 1993).
What is Syllabus Design?
A syllabus is a basic contact between the teacher and student, laying out the responsibilities and
expectations on both sides. It is also a road map that shows the general contour of the course,
important milestones, and the landmarks that will let students know they are on the right road. It
is a marketing opportunity to show the students just how great the course will.
Types of Product Oriented Syllabus
There are different types of syllabus:
• Grammatical Syllabus /Structural Syllabus

• Functional Syllabus /Notional Syllabus
• Analytical Syllabus / Situational Syllabus
Grammatical Syllabus /Structural Syllabus
It is based on the structure of language. Learners learns grammatical structure in a sequence that
reflects their complexity. It does not encourage the use of grammatical structure in real
communication. It leads many artificial contexts for practice. Inability to transfer learning to real
communication. In this syllabus, the learner is expected to master each structural aspects and add
it to his/ her grammar collection.
Weaknesses/ Limitations of Grammatical Syllabus /Structural Syllabus:
• Situational syllabuses are limited to the students in the class.

• Teacher can change syllabus many times.
• The role of need analysis is important.
• Language functions do not occur in isolation.
Functional / Notional Syllabus
In Function, communicative purpose for which we use language. In Notion, conceptual

meanings are expressed through language (like objects, entities, logical relationships). In this
syllabus, language contents are arranged according to learn communicational needs. It sets
realistic learning tasks. It provides best teaching methods of real-world language. A function is
some kind of communicative act: it is the use of language to achieve a purpose, usually involving
interaction at least between two people. Example: suggesting, apologizing and greeting.
Analytical Syllabus
It organizes in terms of the purposes for which the learners learn the language. Syllabus is not
designed for analyzing the grammatical structure of the language. It is designed for
communicative purpose of language. The language and contents are drawn from the input.
Language contents are selected and graded primarily according to the learner’s need.
Process Oriented Syllabus
A process oriented syllabus focuses on the skills and processes involved in learning language. It
developed as a result of a sense of failure in product oriented syllabus to enhance communicative
skills. There are three kinds of process oriented syllabus. A process oriented syllabus focuses on
the skills and processes involved in learning language. It developed as a result of a sense of
failure in product oriented syllabus to enhance communicative skills.
There are three kinds of process oriented syllabus.
1. Task based Syllabus

2. Content based Syllabus
3. Natural Syllabus
Types of process Oriented Syllabus

Task based syllabus:
It is based on task based learning. In this syllabus, learners carry out tasks such as solving a
problems, or planning an activity. In this kind of syllabus, learners contribution is also involved .
Content Based Syllabus:
An approach to language teaching in which the focus is on the development of language through
classroom activities. It is designed to promote cognitive activities. It involves integration of
subject matter and linguistic matter. It is theme based teaching.
Natural approach syllabus:
The natural approach is designed to develop basic personal communication skills both oral and
written and was not developed specifically to teach learning skills. According to Terrell (1983):
Principles are based on experimental research such as:
• The goal of natural approach is to convey communication skills.

• It provides comprehension to precedes production.
• Learners are not forced to respond; production emerges.
Steps and Characteristics of Syllabus

Characteristics of effective syllabus:
It articulates the conceptual framework for the course. Students learn to manage their lessons
due to effective syllabus. It suggests the best way to understand course content.
Steps for developing a syllabus:
• Determine the schedule for the class

• Plan your course to match the university calendar.
• Determine how your course fits into the curriculum.
• Decide on required course materials.
• Develop the course policies and procedures.
• It decides what will the basis of students grades .
• Plan when to have assignments due.
Week – 8
Mid-Exam
Week – 9
Professional Ethics in Teaching
Learning Outcomes:
The students will be able to
Define two major categories of ethical theories.

Identify major theorists and their contributions to ethical theories.
Analyze and verbally discuss a controversial ethical issue from ethical theories.
Analyze and present in writing a controversial ethical issue from ethical theories.
Outline
What is meant by ETHICS?
What is professional ETHICS?
Ethical Standards?
Principles of the Ethical Standards
Code of Ethics & Professional Conduct
Ethics & the Teaching Profession
What is meant by ETHICS?
Ethics, also known as moral philosophy, is a branch of philosophy that involves

systematizing, defending, and recommending concepts of right and wrong conduct.
Etymologically, the term ethics comes from the ancient Greek word ethos, which means
"character". Ethics is a complement to Aesthetics in the philosophy field of Axiology. In
philosophy, ethics studies the moral behavior in humans, and how one should act.
Ethics is “a set of concepts and principles that guide us in determining what behavior helps
or harms sentient creatures” (Paul and Elder, 2019, p.2).
The Cambridge Dictionary of Philosophy asserts that the word ehcsisit “commonly used
interchangeably with 'morality' ... and sometimes it is used more narrowly to mean the moral
principles of a particular tradition, group, or individual.”
Ethics vs Morality
The terms “ethics” and “morality” are often taken as synonyms. Sometimes they are
distinguished, however, in the sense that morality refers to a complex set of rules, values
and norms that determine or are supposed to determine people’s actions, whereas ethics
refers to the theory of morality. Morals refer to a sense of right or wrong. Ethics refer more to
principles of "good" vs "evil" that are generally agreed upon by a community.
Ethics Morality
The root word in Greek is ‘ethikos’ which The root word in Greek is ‘mos’ which
means ‘Character’. means ‘custom’.
Deals with right and wrong conduct. Deals with principles of right and wrong.
Deals with individual character. Deals with customs set by groups.
Character is a personal attribute. Customs are determined by groups or some
authority like religion.
Ethics is the response of an individual to a Morals are general principles. E.g., “You
specific situation. E.g., Whether in that should speak truth.”
situation, is it ethical to state the truth?
What is professional ETHICS?
Professionals can make judgments, applying their skills and reaching informed decisions in
situations that the general public cannot, because they have not received the relevant training.
Professional ethics is a set of standards adopted by a professional community. Professional
ethics are regulated by standards, which are often referred to as codes of ethics. Several
professional organizations define their ethical approach as a number of discrete components.
Typically, these include:
▫ Honesty,
▫ Integrity,
▫ Transparency,
▫ Accountability,
▫ Confidentiality,
▫ Objectivity,
▫ Respectfulness, and
▫ Obedience to the law
Code of Ethics and Professional Conduct
Code of ethics is a written set of guidelines issued by an organization to its workers and
management to help them conduct their actions in accordance with its primary values and
ethical standards. Code of ethics also can be defined that a guide of principles designed to
help professionals conduct business honestly and with integrity. Codes of ethics give consent
of the profession on ethical issues. Codes of ethics at a time educate the general people about
the ethical norms and values of profession.
Ethical Principles and Standards
Principle A: Beneficence
▫ Process Workers strive to both benefit those with whom they work and to do no harm.
Principle B: Integrity and Competence
▫ Process Workers seek to promote accuracy, honesty, and truthfulness in the practice and
teaching of Process Work.
Principle C: Professional Responsibility
▫ Process Workers establish relationships of trust with those with whom they work.
Principle D: Respect for People’s Rights and Dignity
▫ Process Workers respect the dignity and worth of all people, and the rights of individuals
to privacy, confidentiality, and self-determination.
Principle E: Social Responsibility
▫ Process Workers strive to be aware of the broader social context and consequences of their
work with individuals, couples, families, and groups.
Ethics and Teaching Profession
Teachers work cover many things and ethics is one of them. Education has three goals:
▫ Getting Value,
▫ Getting Knowledge and
▫ Obtaining Skills
It is the duty of a teacher to work on the values and morals of their students. Students can
learn about values by the day to day living examples of teachers- both in campus and private
lives. John (2004) classified two relevant aspects of teaching:
• Ethics in teaching and
• Deal with academic commitment.
A teacher should know about ethics and the ethics in teaching:
• Code of ethics and ethical norms
• Understanding teacher-student relationship
• Tension in teacher-student relationship
• Pedagogical issues
Importance of the Ethics in Teaching
The code of ethics for teachers is designed to protect the rights of the students, all the
students. It is important that teachers understand that when they get a teaching position they
are agreeing to follow the code of ethics. Teachers are expected to be fair to all their students
and not to take advantage of their position in any way. Caetano and Silva (2009) explained in
their research that ethical dimensions are important in our education system and are in several
legislative documents, both with regard to the student and teacher and as well as important
for professional performance. The Ethical issues are associated with social, spiritual, moral
and civic values. It is the teacher who can give the right direction to the student to raise their
morality.
Conclusion
Teacher has a responsibility to the society and in our society, teachers are respected all over.
Students usually want to be like their favorite teacher in their personal life. So, if the teacher
can set example by their ethical behavior, then it will be easy to preaching ethical issues
among the students. And if the young generation be aware about ethical issues than the
total society and country will be benefited. Therefore, as an important part of society teacher
should be ethical and they should follow the code of ethics of a teacher and should reflect
their ethical behavior to their students.
Week – 10
Pedagogies of Religious Education
Introduction
This lesson is designed to help people to recognize what they need to do to help all students
to make the best progress possible in Religious Education (RE). The lesson encourages
teachers to adopt a wide variety of professional pedagogy and use a varied range of teaching
and learning strategies in order to make RE dynamic and challenging for all students. It
focuses teachers’ attention on the key attitudes, concepts and skills that need to be developed
to help students to learn about and learn from religion and belief throughout all key stages.
Enquiry: The Processes for Learning

RE improves where teachers don’t just transmit knowledge but enable students to be active,
thoughtful, reflective and expressive in their handling of questions about beliefs, religion,
spirituality and values. Students need to be engaged actively in exploration, reflection and
expression, making learning personalized and effective.
Pedagogy for Learning in Religious Education
The human brain has a phenomenal capacity to learn and over the last twenty years there has
been a wealth of neuro-scientific research into how the brain functions. This has led to
extensive research into how children learn, as well as the exploration of new approaches to
teaching and learning. So, Teachers should use active processes of learning as well as factual
or knowledge-based instruction. Six examples of different pedagogies (learning strategies)
are given here and are elaborated upon in the guidance paper on pedagogy in RE.
1 - The Phenomena of Religion: Developing Understand
A teacher plans to introduce a class to the Christian religion for the first time and uses a
selection of artifacts from the Church. Children are asked to develop their understanding of
what Christians do, what they say, and think about their actions. Students make a selection of
10 artifacts, images and texts to sum up all they have learned so far about the Christian faith.
A phenomenological approach:
Focuses on studying religions (in this case, Christian) through stories, moral behavior, rituals,
beliefs, experiences and community life and the art and architecture of the faith.
2 - Experiential RE: Educating the Spirit
A teacher wants to enable spiritual development through RE so uses stilling, guided story
and creative imagination to explore increasingly deeply religious and spiritual experiences,
questions and beliefs.
An experiential approach:
Uses the idea that children have some spiritual capacities of their own and develops this
through RE by use of creative imagination.
3 - Interpretive RE: The skills of sense-making
Starting work on Hindu dharma, a teacher begins with four rather contradictory accounts of
how Divali is practiced in India today. Emphasizing religion as it is lived (not merely history,
texts or beliefs), pupils become enquirers themselves into the varieties of religion and belief.
The key skill of making senseor interpreting gradually extends students’ awareness of living
communities of faith.
Interpretive approaches:
Takes authentic accounts of the ways members of religions today practice their faith. These
learning methods aim to enable pupils to draw meaning from the encounter with religion for
themselves, becoming researchers and enquirers in their lessons.
4 - Concepts for learning in RE: Educating the spirit
In the unit about Christian beliefs about God, students learn three concepts: Incarnation, Holy
Trinity and Resurrection. They enquire into the ways these concepts make sense of the
Christmas and Easter narratives and how these festivals are celebrated. They develop
understanding of beliefs and think about how beliefs can be tested by argument or
experience, moving towards analyzing for themselves truth claims from religion.
Conceptual learning for religious literacy:
Takes key concepts from religions and world views and from religious studies as a discipline
and enables students to increase their understanding of religions and beliefs.
5 - Ultimate questions as a focus in RE
Students begin a unit of work by raising all the questions they would like to ask of God / the
creator / the Supreme Being /the ultimate brain. A ‘community of enquiry’ activityexplores
the students’ own questions. Afterwards, the class develop pieces of personal work using
their own and religious ideas about the ultimate questions explored.
A humanizing approach:
Uses ‘big questions’ of meaning, purpose and truth to explore the impact of religion on life,
to construct meaning and to challenge the learners to deepen their own ideas.
6 - Students’ Worldviews in RE
During teaching about commitment and values, pupils begin with their own commitments
and generalize from these. Exploring the ways in which their everyday commitments can be
structured into a view of what matters, a view of the world, is more important than gathering
understanding of religion, as the aim of RE is to clarify the learner’s vision of life.
A world views approach:
Develops answers to human questions, using religious ideas and teachings as a resource for
students’ own development.
Attitudes in Religious Education
It is vital that religious education encourages students to develop positive attitudes to their
learning and to the beliefs and values of others. The following four attitudes are essential for
good learning in religious education and should be developed at each stage or phase of
religious education:
• self-awareness
• respect for all
• open-mindedness
• appreciation and wonder.
Self-awareness in religious education includes students:
• feeling confident about their own beliefs and identity and sharing them without fear
of embarrassment or ridicule;
• developing a realistic and positive sense of their own religious, moral and spiritual
ideas;
• recognizing their own uniqueness as human beings and affirming their self-worth;
• becoming increasingly sensitive to the impact of their ideas and behavior on other
people.
Respect for all in religious education includes students:
• developing skills of listening and a willingness to learn from others, even when
others’ views are different from their own;
• being ready to value difference and diversity for the common good;
• appreciating that some beliefs are not inclusive and considering the issues that this
raises for individuals and society;
• being prepared to recognize and acknowledge their own bias;
• being sensitive to the feelings and ideas of others.
Open-mindedness in religious education students:
• being willing to learn and gain new understanding;

• engaging in argument or disagreeing reasonably and respectfully (without belittling or
abusing others) about religious, moral and spiritual questions;
• being willing to go beyond surface impressions;
• distinguishing between opinions, viewpoints and beliefs in connection with issues of
conviction and faith.
Appreciation and wonder in religious education include students:
• developing their imagination and curiosity;

• recognizing that knowledge is bounded by mystery;
• appreciating the sense of wonder at the world in which they live;
• developing their capacity to respond to questions of meaning and purpose.
Week – 11
Article Reviews
Week – 12
Teaching Methods
Introduction
Teaching method is the mechanism that is used by the teacher to organize and implement a
number of educational means and activities to achieve certain goals. Teaching techniques are
the means that reflect the success of the learning process and the competencies of the teacher.
This session is an introduction to teaching methods used in schools. It also presents the
characteristics of many teaching methods including online teaching and a comparison
between them is highlighted, in order to choose the method that satisfy the aims and provide
the teacher with high competency.
Teaching Methods
The teaching learning process demands basic understanding of pedagogical and
psychological considerations to address individuals who have different capacities and needs.
An individual can differ from another in many ways. Teaching methods are often divided into
two broad categories:
• teacher-centred methods (also called direct instruction) and
• learner-centred methods (also called indirect instruction or inquiry-based learning).
An effective teacher knows several methods, some teacher-directed and others learner-
directed. From among these methods, a teacher selects the one method or combination of
methods most likely to achieve a particular lesson’s objectives with a particular group of
students. Some writers suggest the following human variability that seems significant for
learning:
• Differences in Perception: - Different students learn differently in a class where an

observer (a teacher) presents identical elements.
• Differences in types of Intelligence: - A school population has many kinds of ability and
many levels of talent (logical/mathematical intelligence, linguistic intelligence;
interpersonal intelligence… and multiple intelligences.
• Differences in maturity levels: - There are important variations for all ages in attention
span, muscular coordination, self direction and the ability to understand abstractions.
These variations have enormous implications for the selection of materials and methods.
• Differences in Maturity Rates: - There are wide variations in the rate of development
among individuals within the same age range. So, objectives, methods and teaching
materials must be appropriate for the physical, mental, social & motional level of the
learner.
Types of Teaching Methods
There are different types of teaching methods which can be categorized into four broad types.
General Methods of Teaching
Lecture Method:
It is the presentation method in which exposition amounts to telling, showing (demonstration)

dramatizing the subject matter on the part of the teacher. Students are required to listen, take
notes or to observe. This method demands thorough lesson preparation and has both
advantages and disadvantages.
Lecture Method: Advantage

It ensures gaining knowledge: - If the formal lecture is/has been conducted properly, it
ensures that knowledge is acquired in a systematic way. It saves time: - the teacher can
present a topic once only instead of many times to separate groups or individuals. It is
economical means of transmitting factual information to a large group. It is useful for
revision and integrating knowledge. It gives training in listening and taking notes rapidly.
The method helps class discussion under the teacher's guidance when dealing with common
errors and difficulties.
Lecture Method: Disadvantage

There is a danger that the teacher will talk too much and neglect learner’s activity. It limits
learning to passive responding. Unless the class is uniform in ability either the slow or the
bright learners may be neglected. The learners are not given real social experience in this
formal class situation. It is difficult for a teacher to maintain the interest of his/her class for a
long period.
Demonstration Method
The demonstration is essentially a visualized exploration or experiment of an important fact,

ideas or process. Demonstration methods are operations using visual aids. A teacher who uses
this method for teaching must pay special attention to the organizational sequence of activity
and he/she makes sure that all needed materials are exactly where they should be before
starting demonstration.
The Questioning Method (Inquiry Guided Learning Method)
This method is characterized by different forms such as: -

• Factual Questioning - Answering Method – This method is used to check whether the
students have grasped certain specific facts (question of knowledge).
• Problem Questioning method - This method is used to make students apply their
previous gained knowledge to solve specific problems (question of thinking). It helps
to enable students form opinions, views, judgments and convictions.
• Group participation Questioning Method - This method is used to stimulate students'
thinking in such a way that they transfer (apply) the already learned material in new
situation.
It helps students to gain new knowledge and develop the abilities of arguing, interpreting and
discussing etc. While using this method, the teacher is expected to act as a group leader and
announces the topic and directs ideas and information. While using this method, the teacher
should: -
• Ask in a pleasant, friendly, easy conventional manner.
• Formulate clear and precise questions (problems).
• Adapt the questions to students' level of knowledge & capabilities.
• Ask for major points and at proper place in the lesson.
• Prepare the questions in advance.
• Stimulate students to participate (express opinion).
• State the question before naming a student. to respond.
• Give the students enough time to think the question over and answer it.
• Demand a complete answer.
• Listen to the given answer carefully and evaluate them (do not repeat the wrong
answer)
The Group Discussion Method (Collaborative/Cooperative Learning)

In this strategy or approach the teacher gets students into small groups so that they work
together to accomplish a common learning goal e.g. discuss on different issues given by the
teacher. The role of the teacher is to provide assistance and guidance to insure that
appropriate discussion is going on among the group members. This method is useful because
some learners respond better to working with in smaller group, rather than being only one of
a class. Many teachers use different types of grouping in the same classroom and methods of
grouping include the following: -
• Arbitrary groups: - This can be made according to existing arrangements, list of
names, etc.
• Ability groups: - in this type of groups learners who have similar ability are seated
together in order to carry out the same work. It helps the teacher to spend more time
with less able students and assist them.
• Mixed - ability groups: - These groups deliberately contain students of mixed abilities
in order not to differentiate between them. The group leader may arrange for gifted
children to take the hardest tasks whereas easier work can be given to the less able.
• Compatibility groups: - These groups are composed of students who like each other
and consequently work well together. This may help to achieve a higher standard of
work.
Role-Playing Method
Role-playing consists of unrehearsed dramatization in which the players attempt to take
situation clear to themselves and to the audience by playing the role of participants in the
situation. It is unrehearsed performance, spontaneous reproduction of real situations and
attempts to analyze, understand and perhaps solve a problem situation through other people's
eyes. Therefore, the plying of the roles must be held as closely as possible to the reality of the
original situation. Students are assigned roles to be enacted, as they might be portrayed in real
life situations.
Project Method
A project method is a cooperative study of a real-life situation under the guidance of the
teacher. It helps to: -
• Bring students into real contact with the activities of the school neighborhood.
• Present students with real life problems, which they solve by thinking and working
together.
• Develop further skills and new knowledge in school subjects while working at the
projects.
• A Project may last a whole term or may be completed in three or five weeks. The
topics may vary according to the subject and the students are divided into small
groups to treat their topics.
• At the end of the project each group presents its report and the teacher attempts to
bring all the information together. As much as possible, all members of the group
should actively participate in preparation and presentation of the report.
Advantages of Project Method
• It captures the interest of many students, stimulates their initiative & encourages the
emotions of inquiry.
• Students learn to plan and cooperate with each other.
• Students come into close contact with problems of real life, which they may fail to do
by studying subjects in school.
• The subjects of the curriculum are seen to be connected with real life outside the
school.
Disadvantages of Project Method
• There is no certainty that all students will be interested or will take a full share in the
work.
• The individual may be neglected by the emphasis on social activity.
• Some subjects of the curriculum may be neglected.
Requirements for Successful Projects
• A project must be well planned by the teacher.

• The students should know clearly what they have to do.
• At the end of the project the teacher should unite all the various contributions in to a
whole.
• The project and each section of it must have a clearly defined and easily understood
purpose.
• It must fully engage the students’ lasting interest.
• It must worthwhile, not merely pleasure giving or make-believe.
• It must awaken curiosity and create a demand for new information and invite students
to solve by thinking hard.
The Independent Teaching Method

This method rests on the assumption that learning is best achieved when it is individualized.
That is when the learner is permitted to progress at his/her own speed to respond actively in a
specific learning task and is engaged in learning opportunities, which provide for self-
direction, self responsibility, self-pacing and success in action. In this type of teaching
approach, the teacher interacts with students, gives guidance, directs projects or conducts
examinations.
Problem Solving (Problem-Based Learning/PBL) Method

Although we can use problem solving activities in other methods, it is very important to
concede it (teaching by problem solving) as a unique method. Problem solving is an
instructional method that challenges students to "learn to learn," working in groups to seek
solutions to real world problems. It is a sophisticated form of trial and error learning i.e. it
provides students a chance to learn form their successes and failures. It also encourages the
learner to discover new things. In order to assure this, the teacher should set the problems a
little bit higher than the present level of students' knowledge and abilities so that they will try
to fill the gap of knowledge and to solve the given problem.
Week – 13
Classroom Management
An Effective Classroom Management Context (these four things are fundamental)

• Know what we want and what we don't want.
• Show and tell our students what we want.
• When we get what we want, acknowledge (not praise) it.
• When we get something else, act quickly and appropriately.
Teachers must focus on effective instructional strategies to preven academic and behavioral
difficulties. Highly effective instruction reduces, but does not fully eliminate, classroom
behavior problems (Emmer & Stought, 2001). Effective classroom management requires a
comprehensive approach that includes the following:
• Structuring the classroom environment
• Actively supervising student engagement
• Implementing classroom rules and routines
• Enacting procedures that encourage appropriate behavior
• Using behavior reduction strategies
Effective Classroom Management Strategies
Teachers should prepare for effective classroom management through:

• Efficient use of time
• Consistency
• Create an Inquiry-Based Classroom Environment – (What do you know? What do you
want to know? What have you learned?). This can guide students toward true self-
motivational learning.
• Encourage Creativity
• Collaborative teaching (Nicholas, 2013).
Some effective classroom management strategies as identified by Eyster and Martin (2016)
include:
• Effective classroom management is based on a learnable set of skills
• Establish a positive relationship with the class.
• Praise is a powerful tool.
• Welcome feedback from your students.
• Create a safe learning environment
• Variety is the key to engaging students
• Establish the expectation that everyone must participate in class every day
• Assessments should look forward, not back.
Week – 14
Methods of Assignments and Evaluation
Epistemology Assessment Methods:
• What is knowledge?
• How is knowledge acquired?
• What is the way of knowing?
• The underpinnings or assumptions about what knowledge is or how it is acquired.
• There are multiple ways of knowing and most research focuses on just one.
Cognitive Domains:
Psychomotor Domain
This domain is related to specific skills to perform something. We can make a corollary
between them according to the spiritual exercise. These include perception, readiness to act,
imitation from the guidance, habituation, adaptation to different, articulation, flexibility,
combination of two or more skills and integrity of theory and practice.
Affective Domain
Affective Domain includes our feelings, attitudes, emotions, and general responses. This
domain includes the manner in which we deal with things emotionally, such as feelings,
values, appreciation, enthusiasms, motivations, and attitudes towards internal and external
phenomena. Hence, affective domain is not to our intellect but to our feelings, and emotions.
Learning process, measurement, assessment, and examination are expected to enhance
students’ emotional intelligence in responding to the phenomena.
Types of Assessment
Summative: to provide information about performance at the end of a course;
Formative: to provide support for future learning;
Certification: selecting by means of qualification and
Evaluative: a means by which stakeholders can judge the effectiveness of the system as a
whole
Summative Assessment
• Evaluation at the conclusion of a course of study

• Judges student skills or knowledge
• Evaluates degree to which course met its goals
• May determine whether a student earns credit for a course
Formative Assessment
• Provides feedback to students about their learning progress

• Informs teachers of areas of mastery and areas for growth
• Occurs during the unit of learning
• Shapes future learning
Student Centered Assessment Techniques?
• Peer or group (team) tutoring, editing, assessing

• Oral presentations, debates, discussion boards
• Portfolios, journals, projects
• Readiness assessments, quick assignments
• Self-assessments, reflection papers

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Abba Hailegebriel Girma (PhD, EdD)

Module Title: Pedagogy

Length of Teaching: (Total: 15 Weeks)

Intended Learning Outcomes:

After completing this course, students should be able to:

Teaching and Learning Methods

1| Abba Hailegebriel Girma (PhD, EdD)

The following is the structure of the course:

Week Topics Sub-Topics Descriptions

• Course Outline and Syllabus Orientations to the module

• Reviewing Articles Group Discussion with

2| Abba Hailegebriel Girma (PhD, EdD)

• Steps of Designing Course Lecture with examples,

• How to design syllabus.

• What is meant by ETHICS?

• Reviewing Articles Group Discussion with

Course Work Assessment

Assignment Assessment type Notes % of formal

o the art or science of teaching or of being a teacher.

Basic Principles of Pedagogy

Definition: the art, science, profession of teaching adults.

Basic Principles of Andragogy

6| Abba Hailegebriel Girma (PhD, EdD)

Role of the Learner’s Experience

Motivation for Learning

7| Abba Hailegebriel Girma (PhD, EdD)

Heutagogical design contains the following elements:

Course design elements can include:

The Need for Heutagogy

From Pedagogy to Heutagogy

• Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical

9| Abba Hailegebriel Girma (PhD, EdD)

• Complex nature of human personality: Since the development of the personality of

KG, primary, secondary, higher (college/university) education. Hence, formal education is

Hence, non-formal education is characterized by:

Informal education is a form of education acquired in the day-to-day activities of the

Therefore, informal education is characterized by:

Pedagogy in teaching can be referred to as an educator’s understanding of how the students

Encourage Cooperative Learning Environment

The implementation of pedagogy in education encourages the students to work together

Convenient Learning Approach for All

What is the Pedagogical Model?

Engage Explore Explain, Elaborate Evaluate

What is the Importance of Pedagogy?

• Persaud, C. (2019). Pedagogy: What educators need to know? Retrieved September

Pedagogical Content Knowledge and Pedagogical Approaches in

Students can identify Pedagogical Content Knowledge and Pedagogical approaches in

Pedagogical Content Knowledge (PCK)

Pedagogical content knowledge is about selection of topics, useful forms of presentation,

Three main components of pedagogical content knowledge:

Clarification of PCK components

Grossman’s clarification of PCK includes four central components:

Grossman's clarification of PCK components (1990, p. 5)

Pedagogical Approaches to Pedagogy

There are also different approaches to pedagogy which are:

Effective Teaching Approaches

• List your understanding of “Education”.

Learning Outcomes: Students will be able to describe the steps of curriculum

The Definition of Curriculum

Curriculum can be defined, as an educational program which states:

Planning the Curriculum

Steps to Develop Curriculum