STUDENT NUMBER: 13381377 BTE2601 UNIQUE NUMBER: 342606
BTE2601
Assignment 2
Unique number: 342606
Rebecca Williams
Student number: 13381377
Page 1|5
, STUDENT NUMBER: 13381377 BTE2601 UNIQUE NUMBER: 342606
QUESTION 1
1. Teaching, along with all other professions rely on both formal knowledge and experiential
knowledge.
Formal knowledge is made up of different theories. We cannot only use one theory when
practicing and gaining experience (experiential knowledge), we must look at a variety of
theories and apply them to our practices and when making informed teaching decisions, this
is because one theory does not fit all situations. We use our personal experiences to make
decisions and when reacting to situations, therefore teachers need to have good formal
knowledge of the theories of their practices so that they can use this knowledge and past
experienced to react in an effective manner. As teachers, we need to use reflection to ensure
that practice is informed by theory and theory is tested by practice.
2. Noddings believed that care is more than a duty, it is stressing the importance of relationships,
in teaching this is know as relational ethic. Noddings believes that there are two elements to
a caring relationship. It includes engrossment which entails focussing on caring for students
without being distracted by one’s own issues and displacement of motivation which is when
the teacher identifies problem areas and focuses their attention when teaching on those
specific areas. Although Noddings believes that a pedagogy of care is of utmost importance, I
also believe that a teacher should not become so engrossed that they lose sight of the overall
tasks at hand by losing perspective.
3. The constructivist perspective comes from the research of Jean Piaget, Lev Vygotsky, Reuven
Feuerstein, John Dewey, and Jerome Bruner. It emphasizes the learner’s active role making
sense of information and building understanding. The focus is on constructing meaning, not
only on memorizing information. Teachers encourage learners to be active in their learning
rather than passive. It is important in this theory that focus is on students and the way they
are taught to direct their own learning.
4. The three values in a learner-centred curriculum, namely, participation, affective component
and problem posing can help to create a pedagogy of care in the classroom, this is where
students are actively involved in the learning process and feel safe in the classroom.
If a teacher starts the year with a participatory approach rather than the teacher is the only
one who talks approach the students will feel more comfortable to engage in a caring
relationship with their teachers and their peers. A teacher can do this by starting the year with
a group activity where students can share things about themselves and then the teacher can
reveal some things about him/herself.
The affective component recognises the link between a student’s emotions and their thinking
in the learning process. A teacher can do this by listening to their students carefully and
watching their interactions, a student will know that a teacher cares because the teacher
knows them as individuals and treats them with respect.
A problem-posing classroom is one where students feel safe to express their feelings/ideas. It
is in this classroom that students are encouraged to be curious about, open to and enjoy
Page 2|5
BTE2601
Assignment 2
Unique number: 342606
Rebecca Williams
Student number: 13381377
Page 1|5
, STUDENT NUMBER: 13381377 BTE2601 UNIQUE NUMBER: 342606
QUESTION 1
1. Teaching, along with all other professions rely on both formal knowledge and experiential
knowledge.
Formal knowledge is made up of different theories. We cannot only use one theory when
practicing and gaining experience (experiential knowledge), we must look at a variety of
theories and apply them to our practices and when making informed teaching decisions, this
is because one theory does not fit all situations. We use our personal experiences to make
decisions and when reacting to situations, therefore teachers need to have good formal
knowledge of the theories of their practices so that they can use this knowledge and past
experienced to react in an effective manner. As teachers, we need to use reflection to ensure
that practice is informed by theory and theory is tested by practice.
2. Noddings believed that care is more than a duty, it is stressing the importance of relationships,
in teaching this is know as relational ethic. Noddings believes that there are two elements to
a caring relationship. It includes engrossment which entails focussing on caring for students
without being distracted by one’s own issues and displacement of motivation which is when
the teacher identifies problem areas and focuses their attention when teaching on those
specific areas. Although Noddings believes that a pedagogy of care is of utmost importance, I
also believe that a teacher should not become so engrossed that they lose sight of the overall
tasks at hand by losing perspective.
3. The constructivist perspective comes from the research of Jean Piaget, Lev Vygotsky, Reuven
Feuerstein, John Dewey, and Jerome Bruner. It emphasizes the learner’s active role making
sense of information and building understanding. The focus is on constructing meaning, not
only on memorizing information. Teachers encourage learners to be active in their learning
rather than passive. It is important in this theory that focus is on students and the way they
are taught to direct their own learning.
4. The three values in a learner-centred curriculum, namely, participation, affective component
and problem posing can help to create a pedagogy of care in the classroom, this is where
students are actively involved in the learning process and feel safe in the classroom.
If a teacher starts the year with a participatory approach rather than the teacher is the only
one who talks approach the students will feel more comfortable to engage in a caring
relationship with their teachers and their peers. A teacher can do this by starting the year with
a group activity where students can share things about themselves and then the teacher can
reveal some things about him/herself.
The affective component recognises the link between a student’s emotions and their thinking
in the learning process. A teacher can do this by listening to their students carefully and
watching their interactions, a student will know that a teacher cares because the teacher
knows them as individuals and treats them with respect.
A problem-posing classroom is one where students feel safe to express their feelings/ideas. It
is in this classroom that students are encouraged to be curious about, open to and enjoy
Page 2|5
