“ Sociology of Education and Didactics- theory of Education ” Thelma de Jager (Educational...

“Sociology of Education and

Didactics- theory of Education”Thelma de Jager (Educational Studies)

Humanities. Department: Educational Studies

Overview

• Introduction• Socialisation theories

• Socialisation agencies

• Didactics• Constructivistic learning

• Techniques• Conclusion


Introduction• Humankind: set standards derive from values of the family and society.

• Construct a sensible world with help of others

• Acquisition of cultural content is important for the acquisition of an individual identity and social competence.


Introduction

• As part of their social development all pupils need:

Affection, respect, recognitionRole model identification• Avoid unpleasant feelings


Socialisation

• Transmission of conduct rules,

attitudes and values from one

generation to another (Chetwynd &

Hartnett, 1978).

• Meyer(1990) : a process where the

individual becomes a member of a

social group.

Social development

• Social skills and human contact

( emotion and empathy)


Socially oriented theories• Erickson’s psychosocial theory: every individual develops throughout his life

• Bandura’s social learning theory: continual change of the individual’s behaviour. because of interaction with environmental factors.

• Adler (1930): the personality is the entity that functions to attain certain self imposed

objectives.


Socially oriented theories

• Fromm (Meyer et al 1988) focus on the relationship between the individual and society.

• Sullivan (1953:141) focus on interpersonal relationships.

Socialisation agenciesDaycare, preprimary and formal school : most important socialisation agents (Kostelnik,2004) to establish social relationships and learning to live within the boundaries of societal expectations.1. The family: blueprint for other

relationships (personal and emotional relationship). No longer: daycare ,TV and peer are main role models.

Hum

anities. Departm

ent: Educational S

tudies

Faculty: Humanities. Department: Educational Studies

Socialisation agencies2.School demands children's respect and form a trust relationship with teachers.3.The peer group: child learns to respect views of others, accept responsibility, to dominate, to protect, (Very, 1984)4.The mass media TV: information on human behaviour, real and imaginary world. Computers: social communication skills

Hum

anities. Departm

ent: Educational S

tudies


Humanities. Department: Educational Studies]

Other relationships• Objects: relationship with objects to conceptualise space, time and quantity in relation to the real world.

• The self: self-identity• Religious figure: example of parents


• Pro-social behaviour: to meet the standards set by society. Cooperation, wil- ling to share.

• Anti-social behaviour: antagonism towards opposite sex, selfish, egocentric, etc.

Didactics of Education

• Cognitive development (Vygotsky,1978)• Constructivist approach(Piaget, 1937): develop from own personal experiences

1. Social constructivism: interaction through environment

2. Cognitive: find new ideas and info from experiences

Hum

anities. Departm

ent: Educational S

tudies


• Education should be neutral and not endorse a specific philosophy. Use a variety of philosophies in curriculum to accommo- date all cultural groups.

Hum

anities. Departm

ent: Educational S

tudies


Be adaptable to the nature, traditions, customs, values and norms of groups attending classes.Prepare differentiated activities to include all pupils regardless of their barriers.

Hum

anities. Departm

ent: Educational S

tudies



Different learning stylesThinking patternsScaffold and use differen-tiated activities


Realistic outcomes and realistic learning contexts


Be enthusiastic about the subject content and create interpersonal skills


Create positive class attitudes and communication skills


Use and link topics of interest to real life situations


• Connect memory to visual images

• Use humour• Equip them for leadership


Use techniques to enable them to view situations from multiple perspective and encourage critical thinking• Fish bowl• Quotations


• Collaborative group work• Jigsaw• Quiz• Narratives


Concept map: creativity combined with critical thinking skills


To concludeCultural grouping will be based on ethnicity, gender, religion, age and socio-economic status. Any group ( hearing disabilities) can develop unique knowledge of their world that may be considered as cultural knowledge


To conclude• Different cultures have different experiences of the real world- value and acknowledge cultural knowledge

• Teachers should acknowledge the social role of language

• Teach actively in a social context

• All intellectual cognitive skills development are dependent on the emotional and social development of a learner


To implement theory into practice:Teachers must:Have knowledge of their subjectsKnow how pupils learn (psychology)Know how to guide pupils(General pedagogical knowledge)Know how to teach in their own discipline(Pedagogical content knowledge)

“ Sociology of Education and Didactics- theory of Education ” Thelma de Jager (Educational...

Documents

Transcript of “ Sociology of Education and Didactics- theory of Education ” Thelma de Jager (Educational...