This section will describe the general perspective of the chapter and end by specifically stating the aim and objectives of the study and chapter.
Fostering Pedagogical Innovation Through Effective Instructional Design
Teaching is not a set of generic practices, but a series of pedagogical decisions made in a given context. A teacher does not use the same set of practices for each lesson. On the other hand, teachers constantly reflect on their work, observes their learners to know whether they are learning or not and adjust their teaching practice accordingly.
Thus, the preparation of a learning situation presupposes a certain number of pedagogical decisions. The teacher must specify several parameters. Among these parameters, the following are noted: the content and the approaches to be studied, the needs and interests of the learners, the common essential learning that it is possible to introduce and the most effective pedagogical approaches.
However, these decisions are of crucial importance and must be made with full knowledge of the facts, which allows teachers to question their own teaching practice. Indeed, thoughtful evaluation of the use of strategies, methods and techniques can lead teachers to broaden and deepen their repertoire of teaching approaches. Thus, the acquisition of new knowledge and skills on various pedagogical approaches can contribute to enriching pedagogy, which “is defined as the art or science of teaching” (Jagannathan, 2016, p. 10), a dialogue between teaching and learning. Murphy (1996, p. 35) defined pedagogy as the interaction between the teacher, “students and the learning environment”, as well as the learning tasks, towards increasing the effectiveness of teaching.
So, to help teachers reflect on their teaching, the authors wish, as part of this book, to offer a chapter ranging from pedagogy to andragogy on the one hand, and from the theoretical foundations of didactics to pedagogical approaches on the other hand, to lead to the creation of scenarios of learning situations taking into account the integration of information and communication technologies (ICTs).