Year: 2024
Type: article
Abstract: Teaching and learning are activities that occur in a formal school setting between the teacher and the learners. Traditional classroom activities are often dominated by the teacher, a method termed the pedagogy of oppression, which has been criticised by educators and researchers as an unproductive method of instruction. Therefore, a new pedagogy of freedom has been advocated, where classroom activities are democratic and collaborative, with the teacher acting as a facilitator. This chapter discusses problem-posing teaching (pedagogy of freedom), an active teaching approach in which the teacher poses questions and the whole class collaborates to find solutions through critical thinking. This method emphasises motivation, creativity, collaboration, and critical thinking in the acquisition of knowledge and skills within the classroom. The chapter outlines the six cyclic steps that teachers must follow in problem-posing in the classroom, techniques involved in problem-posing teaching, and the benefits and drawbacks of this approach. It also addresses teachers' preparation for problem-posing teaching, the expected roles of the teacher, and what the teacher is not expected to do in a problem-posing teaching classroom. Finally, the chapter concludes with two case studies of problem-posing teaching, a summary, reflective questions, and references.
Source: Open Books and Proceedings
Authors: Folasade Babajide, Roy Tokunbo Olowu
Institution: University of Lagos
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4405831339