Event Title
Using PTS as an innovative pedagogy: case study from a culinary school in Taipei
Document Type
Event
Start Date
28-6-2017 10:00 AM
Description
Abstract
In east Asian countries, there are substantial government commitment to innovative pedagogy for all, not only through primary, secondary, further and higher education, but also as a mechanism for lifelong learning. Numerous initiatives signal the importance of pedagogy to teaching and learning, including: investment in ICT resources for schools; the establishment of local teacher study centers; the ongoing development of curriculum reforms; and financial support for schools to purchase their own need for teaching. These initiatives at national and school levels are intended to encourage and increase the confidence and skills of teachers in using appropriate pedagogy within their classroom practice. However, this research argues that most of the initiatives are from the government as a top-down practice. Instead of adopting popular top- down model, the case school develops its own teaching discourse: Phaslized, Thematic, and Socialized (PTS) pedagogy echoing to the need of students learning.
The main aims of the research include:
- to identify and describe innovative pedagogical practices that influence teachers;
- to inform practices related to PTS;
- to provide teachers and other practitioners with information that they can use to improve classroom practices;
- to add to the body of research knowledge and theory about the factors across countries that contribute to the successful and sustained use of innovative pedagogical practices.
The research is based on case study carried out in a culinary school in Taipei during past 20 years, and which shows potential for being sustained over time and being transferred into other educational system, groups and/or other schools. In the case school, researchers collected data by means of:
- interviews with principle and curriculum coordinators/heads of subjects;
- interviews with teachers using the PTS practice and with others who are not so involved;
- focus groups with students, and parents of some of these students;
- observations of sessions in which the PTS practices are used;
- analysis of school documents, such as school prospectuses and annual report.
Keywords
PTS, pedagogy, innovation
Recommended Citation
Cheng Chen, Robin Jung and Huei Ho, Sophia Shi, "Using PTS as an innovative pedagogy: case study from a culinary school in Taipei" (2017). Center for Global Curriculum Studies Symposium. 1.
https://digitalcommons.spu.edu/globalcurriculumsymposium/gcs2017/gcs2017_events/1
Using PTS as an innovative pedagogy: case study from a culinary school in Taipei
Abstract
In east Asian countries, there are substantial government commitment to innovative pedagogy for all, not only through primary, secondary, further and higher education, but also as a mechanism for lifelong learning. Numerous initiatives signal the importance of pedagogy to teaching and learning, including: investment in ICT resources for schools; the establishment of local teacher study centers; the ongoing development of curriculum reforms; and financial support for schools to purchase their own need for teaching. These initiatives at national and school levels are intended to encourage and increase the confidence and skills of teachers in using appropriate pedagogy within their classroom practice. However, this research argues that most of the initiatives are from the government as a top-down practice. Instead of adopting popular top- down model, the case school develops its own teaching discourse: Phaslized, Thematic, and Socialized (PTS) pedagogy echoing to the need of students learning.
The main aims of the research include:
- to identify and describe innovative pedagogical practices that influence teachers;
- to inform practices related to PTS;
- to provide teachers and other practitioners with information that they can use to improve classroom practices;
- to add to the body of research knowledge and theory about the factors across countries that contribute to the successful and sustained use of innovative pedagogical practices.
The research is based on case study carried out in a culinary school in Taipei during past 20 years, and which shows potential for being sustained over time and being transferred into other educational system, groups and/or other schools. In the case school, researchers collected data by means of:
- interviews with principle and curriculum coordinators/heads of subjects;
- interviews with teachers using the PTS practice and with others who are not so involved;
- focus groups with students, and parents of some of these students;
- observations of sessions in which the PTS practices are used;
- analysis of school documents, such as school prospectuses and annual report.