Supporting pedagogy

There are many different definitions of pedagogy. Drawing from the work of Professor Robin Alexander, the National Strategies have developed the following work definition:

Pedagogy is the act of teaching, and the rationale that supports the actions teachers take. It is what a teacher needs to know, and the range of skills a teacher needs to use, in order to make effective teaching decisions.

Reference: Alexander, R. (2004) Still no pedagogy? Principle, pragmatism and compliance in primary education, Cambridge Journal of Education, 34(1), p11.

Teaching is complex. Teachers and other practitioners draw on a range of working theories and their own experiences in arriving at their views on how children learn and how their teaching can support this learning.

There is an increasingly strong body of evidence from research and practice that will help refine these views and inform pedagogical decisions; it recognises that certain methods work best for different kinds of learning. This has informed the pedagogical principles that underpin the Strategies’ guidance and advice.

Developing a shared understanding together with a common language to discuss pedagogy is the crucial first step towards transforming teaching and learning. This common understanding will ensure better continuity and progression at all stages of the learning journey.

It is helpful to consider this professional knowledge as four interrelated domains.