A Pedagogy of Quality and a New Paradigm for Teaching

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Abstract
The premise of this paper is that a psychopedagogical approach to teaching and learning has the potential to make a unique and critical impact on the work of teachers in the post‐modern age. It discusses some of the elements and factors which may influence the realisation of this potential and focuses on Quality Teaching: a Sample of Cases (Stones, 1992) which was recently reviewed in JET. It explores some of the concerns expressed in that review in the light of Stones's recent attempt to make a tight coupling between psychopedagogy and the construct ‘quality’. It examines the nature and purpose of this link and points out that one critical factor is the need for a new, accommodating metaphysics of quality which needs to be widely understood by teachers before psychopedagogical approaches can be successfully applied on a large scale.

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