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PEDAGOGY
The term ‘pedagogy’ is constantly evolving. Whilst some describe it as the ‘art and science’ of teaching (Bennett and Rolheiser 2001 in Churchill et al), as educators we recognise that there is no one way to define ‘pedagogy’. It is through collaborating the opinions of different theorists we can see a greater meaning.
In my experience as a pre-service teacher thus far, my pedagogy combines both aspects of relational and critical views. I see it as the way in which you conduct the art of teaching, and the relationships which you have with your students throughout this process. This lends weight to the argument that a “good” pedagogy is informed by relational pedagogy, where the focus lies on the relationship developed between teacher and student (MacNiell & Silcox, 2006). I believe that a teacher who has a respectful, trusting and encouraging relationship with their students, is a teacher who will create enriching learning situations. Developing a good relationship with students links strongly with my early point about engagement in the classroom- relationships are crucial to engaging students, and vice versa. As Hendry asserts, “if you do not engage your learners in relevant, challenging or enjoyable learning, then the quality of your relationships with them is limited in terms of their learning” (2010, p24).