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Ross Morrison McGill founded @TeacherToolkit in 2007 and is widely recognised as one of the leading influencers in education in the UK and across the world. In 2015, he was named among The Sunday Times/Debrett’s 500 Most Influential People in Britain for his impact on…
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What is pedagogy?
The term ‘pedagogy‘ is so embedded in teaching that it is rarely questioned, or reflected upon. The word and its origins reveal assumptions about learning that continue to shape classrooms, curriculum design and teacher training today.
What is pedagogy?
The word pedagogy derives from two Greek terms: país (child) and ágō (to lead or guide). I was reminded of this in a recent training session I was leading – it is easily forgotten! Literally, pedagogy means “leading the child”. In Ancient Greece, a paidagōgos was not a teacher, but a servant who escorted pupils to school and supervised their behaviour.
Understanding the etymology of pedagogy helps teachers recognise how deeply historic assumptions still influence modern education. It also can help shape your own understanding of teaching as an ‘art or science?’
Pedagogy assumes the learner is dependent, the teacher is the authority, and knowledge is transmitted rather than constructed. As Malcolm Knowles explains, this model became formalised in Europe between the seventh and twelfth centuries in monastic schools. It later dominated secular schools and early universities in Bologna and Paris. By the eighteenth and nineteenth centuries, as elementary schooling spread across Europe and North America, pedagogy became the default model for teaching. (See Derek Gillard)
The assumptions underpinning pedagogy were shaped by observations of monks teaching young children basic skills such as reading and writing. These assumptions were later reinforced when early educational psychologists focused their research almost entirely on children and animals responding to didactic instruction – something we would describe today as explicit instruction.
Why does this still matter?
Knowles argues that for much of the twentieth century, research prioritised reactions to teaching rather than understanding learning itself. As a result, schooling systems became tightly structured, content-driven and teacher-led, even as learners grew older and more capable of self-regulation.
These assumptions continue to shape inspection frameworks, curriculum design and professional development. When pedagogy is applied uncritically beyond childhood, it can limit autonomy, motivation and relevance—particularly in secondary schools, further education and further education contexts.
How can teachers use this insight?
Reflecting on the meaning of pedagogy allows teachers to make more deliberate choices about how they teach. Structured, teacher-led instruction may be appropriate in some contexts, it has its place for developing knowledge, but it should not be the default in every classroom, all of the time.
Teachers can ask whether their practice positions students as passive recipients or active participants. Strategies such as explicit modelling, retrieval or guided practice and instruction still matter, but they may need to be balanced with opportunities for reflection, dialogue, choice and application.
This is particularly relevant when teachers work with older students or adults. In these contexts, blending pedagogical approaches with principles drawn from adult learning theory can better reflect learners’ experience, motivation and capacity for self-regulation. See ‘andragogy‘ for more details on this.
CPD questions for teachers to consider:
- Where did teachers first encounter the term “pedagogy” in their career?
- How do the historical roots of pedagogy influence current classroom practice?
- Which assumptions about learners remain unchallenged in schools and colleges?
- How does pedagogy differ from approaches used in adult learning?
- Should secondary and further education rely on the same teaching model as primary?
- How does inspection reinforce pedagogical assumptions?
- What alternatives exist when students need greater autonomy?
- How does language shape how teachers think about learning?
- Are professional development sessions designed for children or adults?
- How might teaching change if learning, not teaching, was the starting point?
So, what is your understanding of ‘pedagogy?’ How does it influence your day-to-day teaching?
