The term pedagogy has been appropriated in education discourse as simply strategies of instruction. This instrumental understanding of pedagogy has reified the term both in the vernacular of education and in research of teaching and teacher education, leading the scientific pursuit of pedagogy to exclude the relationship between pedagogy and pedagogue. Based on this concern, this paper will consider the artistic and relational dimensions of pedagogy in teacher education. Drawing on the work of Max van Manen, John Dewey, and Mikhail Bakhtin, this paper seeks to sketch a more holistic understanding of pedagogy in teacher education. Afterwards, I suggest self-study of teacher education as a suitable epistemic frame to appreciate the artistry of pedagogy in higher education.
"Pedagogy in Teacher Education: Art Without Fram,"
Journal of Inquiry and Action in Education:
2, Article 2.
Available at: http://digitalcommons.buffalostate.edu/jiae/vol3/iss2/2
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