Literature Review for Instructional Pedagogy - MyAssignmenthelp

Question: Discuss about theLiterature Review for Instructional Pedagogy. Answer: Instructional pedagogy is a process through which tutors teaches its students. It contains various types, which also produces different results with the different types of pedagogy. Some of the well-known types are such as joint productive activity, contextualization, language development, challenging activities and instructional conversation (Tolerance.org, 2017). These all the different form of pedagogy gives a sound control to the teachers on their students. However, this is also an undeniable fact that different type pedagogy is partially practiced in the contemporary school curriculum. The main purpose of this literature is to review the issues that are surrounded to the existing pedagogy of the contemporary education. Contemporary schools depend highly on the leadership quality, which they try to achieve through any means. For this purpose, they feel that some teachers in the schools are better group, which could really help the principals in their purpose. These teachers are responsible for designing the courses as per the mutual understanding of the group. This paper studies the relationships in between the principles and the teachers. To the principals their teachers are like their partners who provide their helping hand in incepting the leadership quality in the schools. Teachers are believed to be as a mediator in between the principals and the students. It acts like a common thread in between them. It tries to communicate with the students and delivers the message of principals in the form of instructions or in the firm of curriculum. Two kinds of characteristics have been revealed in the leadership qualities of the principals in the past. Instructional leadership is one of such kinds, which believes in giving instructions to the teachers regarding their certain purpose. It can be because of their personal interest or because of the interest of the school well being. The other kind of leadership is the transformational leadership, which believes in motivating their teachers. This is very effective indeed, as motivated teachers would therefore put forward some enjoying and engaged discussions with the students. Transformational leaders are also very close to the purpose of the school, which is to nurture the students with utmost cares of knowledge and fun. They try to assure that every single possibility is dislodged. This is why they also put some strict instructions on the teachers. They also instruct teachers for considering the required changes in their instructions (Beetham Sharpe, 2013). Both the instructional and the transformational pedagogy have their own importance; however, both have different productivity rates. The transformational kinds of leadership of principals are more suited to the betterment of educational standard. Moreover, the transformational leaders take a deep into the curriculum designing. They instruct the teachers accordingly to change their instructions if they are not appropriate to their tasks. This kind of leadership helps its teachers on developing motivational skills, which is also reflected on their instruction quality. Moreover, principals in such cases gets involve in partnership relation with the teachers, which is important for continually analyzing the importance of restructuring of study curriculum. Despite of all the leadership styles, the contemporary education is facing some challenges, which is hard to dislodge from the academics. The highly incrementing changing dimension of education has put ample pressures on the teachers as well as on the principals to redesign their curriculum according to the demands. The inception of some new curriculum in schools especially in the primary education has put enormous pressures on the students. The pressure is also reflected on their performance. The high burden of wide ranges of books in the primary education is also physically not appropriate to the students. They have to carry a wide range of books, which affects their physical betterment. Apart from that, they have also high pressures of homework, which is limiting their growth to some extent. Students of contemporary age have now pressures on their shoulders from their early days in schools. They are getting mentally tortured from the effects of high-end loads of homework. They hav e now less time to play, which is also very much required for having a free flow growth of their career. Fun and play are an important part of the kids life, which helps them grow and live without any anxiety. They are not matured and they are not supposed to think about the pressures. However, the existing curriculum system is enabling the fact to happen. Teachers also have no clues as they are bound to live under such system. The changed faces of educational curriculum have affected both the teachers and the students. Teachers now have less time for having some fun session at the different schools. The work pressures have become wider (Loughran, 2013). There are some reasons behind the changed curriculum, which are influencing the behaviour of both the teachers and the students. The highly changing world and the needs to be advanced in technologies have probably encouraged the inception of some new subjects in the course module. This is just in response to the created urgency. The rising trends to have a dominating power in the world of economy have all encouraged the different nations towards a technically more advanced nation. They want to achieve the top most position in the technological advancement. This is because of such reason that they are focussing high on the institutional knowledge. They have understood that technological advancement can easily be brought in by laying the foundation of the same at the institutional curriculum. Nevertheless, this is the one platform, which can incept the advanced thoughts in students. However, in search of this, they are putting ample pressures on the school students. They are expected m uch at their earliest of age. At one point, they are getting in contact to the all the kinds of technically advanced curriculum. However, on other hand, they are being put into high pressures of wider study curriculum. This is very challenging as this now depends entirely on the absorbing power of the individual. The soaring demands of the teachers and the system and the relatively less responsiveness from the students because of the high pressures of curriculum have brought some complexity in the contemporary curriculum. One of the major issues, which the contemporary curriculum is facing, is the limitation of knowledge in some schoolteachers. Teaching has now become a better option to resolve the financial gap. The contemporary world is now finding their utmost financial solutions in the teaching jobs. This is an undeniable fact that culture of teaching has been largely replaced by business means. This is not such a major problem but some people are misusing the given benefits. They are just trying to commence formalities while during their teaching. They are teaching History just for the sake to teach the subject; however, they are not going deeper into the subject may be because of any reason. This is indeed doubling the pressures on the school students, which is the result of the added pressures on them in the form of a wider curriculum and the relatively lower approach in teachers towards the teaching. They are knowledgeable; however, they are not utilising it because they have much values to th e monetary benefits only. The literature on the contemporary teaching styles and the available school curriculum designs have largely been suffered by the less availability of quality and dedicational teachers and the elevated study curriculum. The curriculum design is not in control but the availability of quality teachers is quite viable. The school management needs to take some serious considerations for healing the existing issues in the contemporary teaching styles (Yang, 2014). Contemporary curriculum complexities are largely in response to the rising demands of technological advancements, which the particular nation is expecting from the institutional centres. The changing behaviours of teachers are also because of the changing nature of teaching, which is largely been replaced by some business means. Teaching has now become a good source of profession, which is providing high earning opportunities to its bearer. Both the curriculum changes and the style of teaching are going into opposite directions. The highly incrementing pressures on the school students require some effective remedial actions, which requires the governance of principals and the administration as well. The administration should instruct their HRM to recruit only such teachers who are both qualified and have interest in the teaching field. However, it is very hard to diagnose at the time of interview to observe the level of interest in the interviewee regarding the profession. It is inde ed relatively easier for the management to take strong decision up against any such practices. The principals should give strict instructions to such teachers regarding their job and responsibilities. They should also regularly monitor the progress of the teachers and their respective batches. This would provide utmost control to the management over their staffs. This would definitely help them find such teachers who have less dedication to their responsibilities. However, this would also put some extra costs, which they expense on such hired teachers. References Beetham, H., Sharpe, R. (2013).Rethinking pedagogy for a digital age: Designing for 21st century learning. routledge. Loughran, J. (2013).Developing a pedagogy of teacher education: Understanding teaching learning about teaching. Routledge. Tolerance.org. (2017). Five Standards of Effective Pedagogy | Teaching Tolerance - Diversity, Equity and Justice. [online] Available at: https://www.tolerance.org/supplement/five-standards-effective-pedagogy [Accessed 31 May 2017]. Yang, Y. (2014). Principals transformational leadership in school improvement.International Journal of Educational Management,28(3), 279-288.