Unlearning how to teach

@article{citeulike:3007111, abstract = {The twenty-first century demands not only that we learn new forms of social engagement but also that we <i>unlearn</i> habits that have been useful in the past but may no longer be valuable to the future. Teachers have ‘un-learned’ the role of <i>Sage-on-the-stage</i> as the dominent model of teaching, and the shift to <i>Guide-on-the-side</i> has served an important function in changing the focus of pedagogy from the teacher to the learner. However, <i>Guide-on-the-side</i> is no longer sufficient for our times. This paper argues the importance of a further shift to <i>Meddler-in-the-middle</i>. <i>Meddler-in-the middle</i> 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. <i>Meddler-in-the-middle</i> 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.}, author = {Mcwilliam, Erica }, citeulike-article-id = {3007111}, doi = {10.1080/14703290802176147}, journal = {Innovations in Education and Teaching International}, keywords = {edupunk, learning}, number = {3}, pages = {263--269}, posted-at = {2008-07-16 00:09:33}, priority = {5}, publisher = {Routledge}, title = {Unlearning how to teach}, url = {http://dx.doi.org/10.1080/14703290802176147}, volume = {45}, year = {2008} }

TY - JOUR ID - citeulike:3007111 L3 - citeulike-article-id:3007111 TI - Unlearning how to teach JF - Innovations in Education and Teaching International VL - 45 IS - 3 SP - 263 EP - 269 PB - Routledge N2 - The twenty-first century demands not only that we learn new forms of social engagement but also that we <i>unlearn</i> habits that have been useful in the past but may no longer be valuable to the future. Teachers have ‘un-learned’ the role of <i>Sage-on-the-stage</i> as the dominent model of teaching, and the shift to <i>Guide-on-the-side</i> has served an important function in changing the focus of pedagogy from the teacher to the learner. However, <i>Guide-on-the-side</i> is no longer sufficient for our times. This paper argues the importance of a further shift to <i>Meddler-in-the-middle</i>. <i>Meddler-in-the middle</i> 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. <i>Meddler-in-the-middle</i> 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. KW - edupunk KW - learning AU - Mcwilliam, Erica PY - 2008/// UR - http://dx.doi.org/10.1080/14703290802176147 ER -