Pedagogies for Development pp 109-125 | Cite as
Principles of Instruction
Chapter
First Online:
Abstract
This chapter takes up Bernstein’s theories of instruction to analyse the instructional principles shaping teachers’ pedagogic discourses, such as the selection, sequence, pacing and evaluation of school knowledge. It develops earlier discussions about the deficit discourses of the rural learner and contexts of limited teacher autonomy to explore how teachers work with the Nali Kali and Learner-Centred models of instruction in relation to these tensions. Taking each pedagogic model in turn, this chapter offers deep insights into teachers’ strategies and pedagogic knowledges with respect to conditions of rural poverty and other complexities of their school worlds.
Keywords
Pedagogic Interaction Syllabus Structure School Knowledge Strong Classification Instructional Discourse
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References
- Bernstein, B. (2000). Pedagogy, symbolic control, and identity: Theory, research, critique. Lanham: Rowman & Littlefield Publishers.Google Scholar
- Kaul, A. (2004, July 23–25). Nali Kali: The joy of learning. Paper presented at the National Conference on Enhancing Learning in Elementary Schools, Azim Premji Foundation, Bangalore.Google Scholar
- LC. (2006). First annual report of Learner Centred pedagogy: A joint initiative of Sarva Shiksha Abhiyan and LC (Unpublished report). Bangalore, Karnataka.Google Scholar
Copyright information
© Springer Science+Business Media B.V. 2012