Unlearning How to Teach

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Record Details - EJ801968

Title: Unlearning How to Teach

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Title:	Unlearning How to Teach
Authors:	McWilliam, Erica
Descriptors:	Teaching Methods; Habit Formation; Teachers; Creativity
Source:	Innovations in Education and Teaching International, v45 n3 p263-269 Aug 2008
More Info: Help Peer-Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Date:	2008-08-00
Pages:	7
Pub Types:	Journal Articles; Opinion Papers; Reports - Descriptive
Abstract:	The twenty-first century demands not only that we learn new forms of social engagement but also that we "unlearn" habits that have been useful in the past but may no longer be valuable to the future. Teachers have "un-learned" the role of "Sage-on-the-stage" as the dominent model of teaching, and the shift to "Guide-on-the-side" has served an important function in changing the focus of pedagogy from the teacher to the learner. However, "Guide-on-the-side" is no longer sufficient for our times. This paper argues the importance of a further shift to "Meddler-in-the-middle". "Meddler-in-the middle" positions the teacher and student as mutually involved in assembling and dis-assembling cultural products. It re-positions teacher and student as co-directors and co-editors of their social world. "Meddler-in-the-middle" challenges more long-term notions of "good" teaching in a number of ways. Specifically, it means: (1) less time giving instructions and more time spent being a usefully ignorant co-worker in the thick of the action; (2) less time spent being a custodial risk minimiser and more time spent being an experimenter and risk-taker; (3) less time spent being a forensic classroom auditor and more time spent being a designer, editor and assembler; (4) less time spent being a counsellor and "best buddy" and more time spent being a collaborative critic and authentic evaluator.
Abstractor:	As Provided
Reference Count:	18

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Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1470-3297
Audiences:	Teachers
Languages:	English
Education Level:	N/A
Direct Link:	http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/14703290802176147

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