Title
Contributions to innovatieve learning and teaching? Effective research-based pedagogy : a response to TLRP's principles from a European perspective Contributions to innovatieve learning and teaching? Effective research-based pedagogy : a response to TLRP's principles from a European perspective
Author
Faculty/Department
Faculty of Social Sciences. Instructional and Educational Sciences
Publication type
article
Publication
London ,
Subject
Educational sciences
Source (journal)
Research papers in education. - London
Volume/pages
26(2011) :3 , p. 345-356
ISSN
0267-1522
ISI
000299889300006
Carrier
E
Target language
English (eng)
Full text (Publishers DOI)
Abstract
Starting from the contribution on the ten principles of effective pedagogy by James and Pollard, we critically reflect on some of the principles and assess whether these principles can be grounded in the wider European research literature that has accumulated internationally. We conclude that these principles can be supported and expressed in the following statements. First, prior knowledge and experience is a springboard for future learning. Secondly, taking students perceptions into account is crucial when providing activities and structures of intellectual, social and emotional support for learning. Thirdly, autonomous motivation and appropriate workload are essential as driving forces for engagement. Fourthly, engagement is a driving force in establishing a lifelong learning habit. Fifthly, student-centred teaching methods should provide direct instructional guidance to safeguard engagement. Sixthly, striving towards cooperative learning environments and team learning requires psychological safety and group interdependence to establish mutually shared cognition in groups. Seventh, informal learning and learning climate influence retention of learning by professionals; professionals seems to develop learning patterns; students should be prepared with this in mind. And finally, those who support the learning of others should learn continuously supported through practice-based inquiry. These statements are underpinned with recent research in this contribution.
E-info
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