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Pedagogy - how is it influenced in primary schools? A comparative study of literature about pedagogical influences in primary schools in England and Poland, with a focus on English primary schools

Pedagogy - how is it influenced in primary schools? A comparative study of literature about pedagogical influences in primary schools in England and Poland, with a focus on English primary schools

Allison, Ewa Barbara (2010) Pedagogy - how is it influenced in primary schools? A comparative study of literature about pedagogical influences in primary schools in England and Poland, with a focus on English primary schools. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 38 (1). pp. 55-67. ISSN 0300-4279 (Print), 1475-7575 (Online) (doi:10.1080/03004270903099819)

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Abstract

This article is a critical review of recent literature comparing pedagogical influences in primary schools in England and Poland. It identifies curriculum, assessment, leadership, teacher perceptions and personal fears as immense influences on pedagogy and considers how these factors influence pedagogy. Comparison of England’s prescriptive approach with the child-directed methods operating in Poland suggests how teachers can take ownership of the curriculum and its delivery for the benefit of their pupils. The literature shows teachers need empowerment and some measure of autonomy to be sensitive to the needs of children and be able to change their practice so that effective learning can occur.

Item Type: Article
Uncontrolled Keywords: teacher confidence, accountability, pedagogy, curriculum, creativity, autonomy, professionalism, prescriptiveness
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1501 Primary Education
Faculty / Department / Research Group: Faculty of Education & Health
Related URLs:
Last Modified: 14 Oct 2016 09:19
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
URI: http://gala.gre.ac.uk/id/eprint/7621

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