| Abstrakt: |
This paper utilises the theoretical concepts of classification and framing (Bernstein, 1975/2003; 2000) as a means to describe and analyse approaches to pedagogy. I draw on these concepts in a discussion of the evidence-based literature related to pedagogy, and of the pedagogic practices of a number of music teachers observed in New Zealand secondary schools. Students were more engaged in lessons where a "mixed pedagogic modality" was in evidence in relation to content selection, pacing of learning, evaluation, and pedagogic communications. This appears to align with the extensive work of Morais and Neves (2001; 2011) that indicates this modality, combined with competent specialist teacher knowledge, is most likely to engender high levels of student engagement and success for students. The paper brings into focus the tension between apparently contradictory discourses of pedagogic "best practice" where, on one hand teacher interventions are seen as pivotal and on the other, broader constructivist and experience-based discourses depict the teacher as facilitator and co-learner. A mixed modality approach can move theorising of practice away from progressive/traditional dichotomous conceptions. I conclude by arguing for a more explicit consideration of the importance of curriculum content in the interplay between pedagogy and student engagement. [ABSTRACT FROM AUTHOR] |
