Professional Documents
Culture Documents
Chapter 9 Bissets
Chapter 9 Bissets
SUGGESTIONS FOR
DEVELOPMENT PRACTICE
AIMIE NADIA BINTI MOHD NASIR
823132
• In subject disciplines. Different conception of the nature of the subject or
different paradigms can effect the way one perceives that area of human
activity.
• This is true of teaching. If one conceives of the teaching as a list of skills,
qualities, aptitudes and disposition, then the focus in improving one’s
teaching is achieving that particular skill or acquiring a quality.
• In the model of teaching knowledge bases, there is material for thought and
reflection, to inform one’s experimentation and practice.
• If one just applies the model briefly to this one standard, we can see which
knowledge bases are implicit in its wording, and therefore which one need
development.
• This model suggests an alternative way of thinking about teaching and
reflecting on practice.
SUBJECT KNOWLEDGE: SUBSTANTIVE
AND SYNTACTIC STRUCTURES
• For each subject taught, it is worth examining the substantive and syntactic
structures of that subject.
• A further problem with not understanding the structures of the disciplines lies
in the resulting tendency to treat the fruits of the subject discipline as if they
are uncontested facts or literal truths, instead of interpretation of facts.
• Schwab argue that the process of change to include the structures of the
discipline in school subjects would be difficult and painful.
• This may be overstating the problem, but the two attendant problems he
suggests certainly need to be considered by teachers.
• He argued that teachers would need to find appropriate ways of including
structure as a facet of curriculum content.
CONT..
• A full understanding of the shifting and dominant paradigms in each subject,
and the modes of enquiry or creation, are necessary in order to devise
lessons which accurately reflect the parent discipline of the subject taught in
school.
• What does this means to teachers?
As part of subject knowledge, they must come to know structures of the
subjects they teach.
This might mean some sort of mapping exercise of each subject they teach:
a tall order for primary teachers in present school organisation, for in the
class teacher system, they have to teach all the subjects of the National
Curriculum.
CONT..
• A slight difficulty is that disciplines are of different type:
1. Pure forms of enquiry about universe in which we find ourselves
2. What might termed practical or productive disciplines, in that their purpose
is to make or create object, devices, pictures, works of art, drama,
literature or music or aesthetic experiences to be use and appreciated by
others.
• However, it is still possible to map out the key or first-order concepts of each
discipline, examples of second- and third-order concepts, and ways in which
these concepts might be related to each other.
• As far as syntactic structures are concerned, one would need to map out
which skills and processes are fundamental to a particular subject.
CONT..
• However, the mere process of engaging in consideration of the essential
substance of a subject, its organising paradigms and key concepts, and in
syntactic structures of how knowledge, understanding or art are produced
within the subject, may force one to look at the subject differently, and to
comprehend it in ways which might have been hidden before.
BELIEF AND ATTITUDES ABOUT
SUBJECTS
• Before undertaking such a mapping exercise as describe in the previous
section, it is worth writing down what one considers a subject to be.
• One’s beliefs about a subject can influence one’s attitudes towards it.
• Attitudes are complex things for they are shape by perception and
experiences but beliefs do play a part.
• Attitudes again can be altered through quality in-service training: the kind
which gives adequate time developing teachers abilities in writing poetry or
prose music; or courses which develop deep subject knowledge and
understanding
• This knowledge based of beliefs and attitudes about subject knowledge is
closely bound up with knowledge itself.
CURRICULUM KNOWLEDGE
• Have 3 dimension
1. Curriculum knowledge relate to subject knowledge for teaching
Deep subject knowledge
Without this deep subject knowledge, one cannot judge the
appropriateness and teaching power of particular representation of
concepts, skills and processes.
2. Knowledge of the curriculum differentiated subjects and integrated
subjects
Is important of developing an understanding of the whole curriculum, and
how the different subjects relate to each other.
3. Critical understanding of the curriculum
Is not so easy to acquired
History of education is a somewhat unfashionable and discredited area of
study, seen as belonging to the applied science paradigms of teaching, and
to the ‘raiding the disciplines’ approach to teacher education popular in the
1960s and 1970s.
It is necessary to have some understanding of change and continuity in the
primary curriculum ; to know that the present curriculum is only one of many
possible curricula for primary children; and to be able to treat the present
curriculum documents with this critical awareness, looking beyond the glossy
packaging to the meaning beneath.
MODEL OF LEARNING AND
TEACHING
Learning Teaching