Open AccessInnovative Pedagogy: A Case Study – the Culinary Arts College in Taiwan
Author(s) -
Hui-Wen Hsia,
Sophia Shi-Huei Ho,
Robin Jung-Cheng Chen
Publication year - 2017
Publication title -
international dialogues on education
Language(s) - English
Resource type - Journals
ISSN - 2198-5944
DOI - 10.53308/ide.v4i3.91
Subject(s) - autonomy , pedagogy , general partnership , thematic analysis , lifelong learning , the arts , qualitative research , sociology , psychology , mathematics education , political science , social science , law
Lifelong learning has been recognized by many internationally renowned organizations which claim that people should possess certain life skills or competences to live in a world full of complex uncertainties. In this study, we propose A phaslised, thematic and socialised (PTS) pedagogy as a teaching approach to address the issues concerning how to equip learners with better capabilities.The qualitative method was employed based on a case study where interviews with several stakeholders were conducted. Observation of PTS practice and analysis of school documents were also carried out. The findings revealed that this strategy emphasizes a learner-oriented path, the development of their problem-solving ability and the culture of mutual partnership and intensive cooperation in the teacher community. Despite of several merits originating from PTS pedagogy, there remain a few issues to address, including the challenges to teachers in practising this approach, the appropriate means to evaluate students’ learning outcomes and the degree of autonomy granted to the students.