Performances – Aspects of Pedagogical Practice
Religious Studies, Religious Education and Pedagogical Reduction
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Varieties of Pedagogical reduction
Education involves mediating elements of the world. The forms of mediation are varied, so what characteristic features do forms of mediation share? Are pedagogical reductions the contents of school curricula represented in systematic forms for grasping a subject field? Are pedagogical reductions the spaces and places that are somehow circumscribed or fenced off to allow for a secure learning environment? Are pedagogical reductions the sequences of limited skills that someone often goes through on the way to becoming accomplished? Are reductions reductive or reductionistic? Are they necessary?
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The Formation of Temporality
How is a relation to time formed? What justifications are there for influencing someone’s relation to time? How do the different stages of life, from early childhood to old age, deal with the relations between experience of the present, and concern for the future?
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Measuring Quality in Initial Teacher Education (MQuITE)
This six-year, Scottish Government funded project aims to create a context specific way for the examination of quality in ITE. It is currently working with newly qualified teachers, probationers and those in the first five years of their teaching career to identify how ITE impacts on the early careers of teachers and hence identify how ITE adds quality. The co-PIs are Dr Paul Adams (University of Strathclyde, paul.adams@strath.ac.uk) and Prof Aileen Kennedy (University of Strathclyde, aileen.kennedy@strath.ac.uk). The research assistant is Dr Mark Carver (University of Strathclyde, mark.carver@strath.ac.uk).. Information can be found on the Scottish Council of Deans website (www.scde.ac.uk)
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pedagogy, Scotland, and ‘the north’
This project, initially funded by the Scottish Government’s Arctic Futures Scheme, explores the changing face of pedagogy. Using traditions from Arctic Pedagogy, the project seeks to identify ways in which pedagogy, and in particular teacher education pedagogy, might learn from indigenous understandings of our place in and of the world. Intimately connected to people, place, and time, the project offers a space for ITE staff to understand their work through the auspices of differing traditions from those mostly employed by Anglo-phonic writers.
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