Pedagogical Theory and Education Research Papers
So much have the teaching methods commonly seen within the American public education system changed over the last hundred years that it is likely that a nineteenth-century educator would have difficulty comprehending the theory or practice of currently accepted pedagogical techniques. Even throughout much of the first half of the twentieth century, teaching methods focused upon rote memorization, achieving uniformity, and the commercialization of education.
Decades of pedagogical theory have gradually compelled a paradigm shift in this regard. Today, the majority of teacher education curricula emphasize a process-over-product approach. Even a cursory review of the latest textbooks in the field reveals a strong accentuation on assisting students in the process of attaining the desired results, rather than defining the perfect end product.
Paradoxically, however, the trend towards process-oriented pedagogical theory has paralleled the movement towards accountability testing in many American public schools. These types of high-stakes tests, upon which grade promotion, teacher retention and salary, and even school funding often depend, can be construed as the ultimate validation of a product-oriented teaching philosophy.
Because such a marked divergence exists between the prevailing pedagogical theory and the belief system to which policymakers wish to hold educators “accountable,” it is unlikely that the schools of 2010 will have reached a mutually amenable conclusion to this matter. While research has repeatedly demonstrated that students learning in a process-oriented environment often display the most positive outcomes, this type of learning environment is notoriously resistant to quantification through standardized educational assessment tools.
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