TEACHER DEVELOPMENT

What is Pedagogy? A Guide for Teachers to Inspire Effective Learning

27 November 2024/ By Zineb DJOUB

We often hear the term pedagogy in professional development programmes and education conferences. While we know it lies at the heart of teaching practices, what does it truly mean? How does pedagogy differ from related concepts like didactics? And what are the practices that define effective pedagogical methods in today’s classrooms?

Pedagogy meaning

The term pedagogy originates from the Greek word paidagōgeō, meaning “to lead the child.” Historically, it referred to the role of a guide, often a servant, responsible for a child’s education and moral development in Ancient Greece.

Pedagogues were moral guides concerned with helping boys learn to be men. Plato described them as both leaders and custodians of children (Smith, 2006, p.200). Max van Manen (1982) writes, “The pedagogue is the adult who shows the child the way into the world” (p. 285).

Over time, pedagogy has come to describe the methods and approaches teachers use to guide students in their learning.

Watkins and Mortimer (1999) define pedagogy as “any conscious activity by one person designed to enhance the learning of another” (p. 3).

This broad definition highlights that pedagogy is not limited to instructional techniques but encompasses the principles, values, and practices that underpin effective teaching.

This means that pedagogy is distinct from teaching—it is not merely the act of instruction but reflects societal values and beliefs about what constitutes effective learning.

Pedagogy is the act of teaching together with its attendant discourse. It is what one needs to know, and the skills one needs to command in order to make and justify the many different kinds of decisions of which teaching is constituted. (Alexander, 2009, p280)

Teachers bring more than curriculum mandates into the classroom; their practice is shaped by their training, personal experiences, beliefs, and the school environment.

These factors influence their teaching practices—what they think, say, and do in the classroom.

Moreover, pedagogy is inherently interactive. It encompasses the teacher’s actions and the relationship with students and the broader learning community.

Indeed, as James and Pollard (2011) state: “pedagogy expresses the contingent relationship between teaching and learning… and does not treat teaching as something that can be considered separately from an understanding of how learners learn (p.280).

So, pedagogy is more than leading; it is a shared journey with students, empowering and supporting them as they progress.

It is about creating meaningful and transformative learning experiences for learners of all ages.

Pedagogy vs didactics

The distinction between pedagogy and didactics has been a subject of significant academic discussion.

Didactics is often defined as the science of teaching and learning, focusing on the systematic planning, organization, and reflection of instructional processes (Hudson and Meyer, 2011).

It is concerned with the practical aspects of teaching, including the selection of methods, strategies, and techniques tailored to specific learning situations.

In contrast, pedagogy encompasses the broader theoretical and practical dimensions of education.

It integrates social, cultural, and philosophical perspectives, offering a comprehensive framework for understanding the principles that guide effective teaching and learning (Hudson and Meyer, 2011).

While pedagogy addresses foundational questions about the aims and values of education, the relationship between learning and society, and the developmental and emotional aspects of student growth, didactics focuses on translating these principles into actionable strategies that support students’ learning.

Pedagogy provides the “why” behind education, whereas didactics provides the “how.”

To better understand this distinction, let’s consider the following example:

Inquiry-based learning is a pedagogical approach that focuses on student-driven exploration and critical thinking.

On the other hand, didactics is concerned with the practical methods used to implement this approach in the classroom.

A teacher using inquiry-based learning as their pedagogy might employ project-based learning as a didactic strategy, designing projects that guide students in posing questions, conducting research, and presenting findings.

Effective pedagogical practices

There is a strong consensus that the quality of an education system depends on the quality of its teachers. As Barber & Mourshed (2007) state: “The best school systems are those that have the best teachers” (p. 7).

So, what do effective teachers do to promote impactful learning?

Here are five evidence-based pedagogical practices that have been proven to make a difference:

Active Learning

Active learning is essential for engaging students in their learning journey. Effective pedagogical methods integrate strategies such as activating prior knowledge, generating ideas, fostering self-questioning, and encouraging decision-making. For more strategies, check out this post: Active Learning.

Differentiation

Differentiation ensures that the diverse learning needs of all students are met. It’s not just about adapting your content but also about providing choices, being flexible in lesson delivery, supporting students, and using purposeful grouping. Learn more in this post: How to Differentiate Instruction.

Scaffolding Learning

Learning is a process, not content-oriented, and scaffolding is vital for helping students achieve a deeper understanding. Effective teaching involves offering intellectual, social, and emotional support to motivate students and guide them toward independence. Read more about scaffolding here: Scaffolding in Education.

Assessment for Learning

Research shows that embedded formative assessment has a significant impact on student achievement (Wiliam, 2010). Choosing the right formative assessment tools and providing constructive feedback throughout the learning journey are key to student progress.

Inclusivity

Effective pedagogies are inclusive, addressing the diverse needs of all learners. Inclusive education shifts the focus from an approach that works for most learners with exceptions for a few, to creating rich learning opportunities accessible to everyone. This ensures all students can participate fully in classroom life.

 

Pedagogy is the heart of teaching—it provides the guiding principles and frameworks that shape how educators approach their work and interact with students.

By understanding pedagogy, we gain deeper insights into what informs our practice and why we teach the way we do. This, in turn, helps us make our teaching more visible both to others and to ourselves.

References

Alexander, R. (2009). Towards a Comparative Pedagogy. In R. Cowen and A.M. Kazamias (Eds.), International Handbook of Comparative Education(pp. 923-942). New York: Springer.

Barber, M & Mourshed, M, 2007, How the World’s Best Education Systems Come Out on Top, London & New York, McKinsey.

James, M & Pollard, A. (2011). TLRP’s ten principles for effective pedagogy: rationale, development, evidence, argument and impact, Research Papers in Education, 26(3), 275–328.

Hudson, B., & Meyer, M. A. (2011). Beyond fragmentation: Didactics, learning and teaching in Europe. Barbara Budrich Publishers.

Smith, M. J. (2006). The Role of the Pedagogue in Galatians. Faculty Publications and Presentations. Paper 115. Liberty University.

van Manen, M. (1982). Phenomenological pedagogy. Curriculum Inquiry, 12(3), 283–299.

Watkins, C. and Mortimore, P. (1999). Pedagogy: What do we know. In P. Motrimore (ed.) Understanding pedagogy and its impact on learning, London: SAGE, pp. 1-19.

Wiliam, D. (2010). Embedded Formative Assessment, Bloomington, Indiana, Solution Tree.