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Didagogy (‘ daɪdəɡɒdʒi / DIED-uh-goj-ee) is a term to describe the discipline of teaching teachers.<ref>{{cite web |last1=Bean |first1=Andrea |title=What is Didagogy? Exploring the Discipline of Teaching Teachers |url=https://tdtrust.org/research/didagogy-the-discipline-of-teaching-teachers/ |website=Teacher Development Trust |access-date=9 Jan 2026}}</ref> It has been suggested by a cross-sector group of education academics and practitioners based in the UK, as part of a 2025 project commissioned by the [[Teacher Development Trust]].<ref>{{cite news |last1=Bean |first1=Andrea |title=Three barriers to effective CPD: Lessons for teachers and schools |url=https://www.sec-ed.co.uk/content/best-practice/cpd-landscape-2025-teacher-development-trends |access-date=9 Jan 2026 |publisher=SEC-ED |date=01/06/2026}}</ref>
Didagogy (‘ daɪdəɡɒdʒi / DIED-uh-goj-ee) is a term to describe the discipline of teaching teachers.<ref>{{cite web |last1=Bean |first1=Andrea |title=What is Didagogy? Exploring the Discipline of Teaching Teachers |url=https://tdtrust.org/research/didagogy-the-discipline-of-teaching-teachers/ |website=Teacher Development Trust |access-date=9 2026}}</ref> It has been suggested by a cross-sector group of education academics and practitioners based in the UK, as part of a 2025 project commissioned by the [[Teacher Development Trust]].<ref>{{cite news |last1=Bean |first1=Andrea |title=Three barriers to effective CPD: Lessons for teachers and schools |url=https://www.sec-ed.co.uk/content/best-practice/cpd-landscape-2025-teacher-development-trends |access-date=9 2026 |publisher=SEC-ED |date=01/06/2026}}</ref>
== Definition ==
== Definition ==
Didagogy means the teaching of teachers.<ref>{{cite news |author1=Sam Gibbs, Andrea Bean |title=Is ‘didagogy’ the key to better CPD for teachers? |url=https://www.tes.com/magazine/teaching-learning/general/didagogy-how-teachers-learn |access-date=9 Jan 2026 |publisher=TES |date=10/22/2025}}</ref> It describes the discipline of considering how best to teach teachers given the specific characteristics of that group. As such, it is distinct from [[pedagogy]] (relating to the teaching of children) and [[andragogy]] (relating to the teaching of adults).
Didagogy means the teaching of teachers.<ref>{{cite news |author1=Sam Gibbs, Andrea Bean |title=Is ‘didagogy’ the key to better CPD for teachers? |url=https://www.tes.com/magazine/teaching-learning/general/didagogy-how-teachers-learn |access-date=9 2026 |publisher=TES |date=10/22/2025}}</ref> It describes the discipline of considering how best to teach teachers given the specific characteristics of that group. As such, it is distinct from [[pedagogy]] (relating to the teaching of children) and [[andragogy]] (relating to the teaching of adults).
The word was suggested by Louise Worgan who was inspired by the ancient Greek root of the word<ref>{{cite web |last1=Worgan |first1=Louise |title=What is Didagogy? |url=https://rss.com/podcasts/tdt-pedagogy-podcast/2231049/ |website=rss.com |publisher=TDT’s Didagogy Podcast by Teacher Development Trust |access-date=09/01/2026}}</ref> [[Didacticism|didactic]] (διδακτικός /didaktikos) meaning "pertaining to instruction". Worgan has stated he view it describes “… not someone who just knows things, but someone who can actually help others grasp and use that knowledge.”
The word was suggested by Louise Worgan who was inspired by the ancient Greek root of the word<ref>{{cite web |last1=Worgan |first1=Louise |title=What is Didagogy? |url=https://rss.com/podcasts/tdt-pedagogy-podcast/2231049/ |website=rss.com |publisher=TDT’s Didagogy Podcast by Teacher Development Trust |access-date=09/01/2026}}</ref> [[Didacticism|didactic]] (διδακτικός /didaktikos) meaning "pertaining to instruction". Worgan has stated he view it describes “… not someone who just knows things, but someone who can actually help others grasp and use that knowledge.”
== Creation and rationale ==
== Creation and rationale ==
The term was developed by a working group convened and led by the Teacher Development Trust<ref>{{cite web |last1=Bean |first1=Andrea |title=What’s distinct about the teaching of teachers, and does it matter? |url=https://tdtrust.org/news/whats-distinct-about-the-teaching-of-teachers-and-does-it-matter/ |website=Teacher Development Trust |access-date=9 Jan 2026}}</ref> to consider what might be unique about the teaching of teachers. In particular, the group considered what the impact of prior experience of being a pupil and student (and therefore of the education system) might be<ref>{{cite web |last1=Bean |first1=Andrea |title=Teaching teachers: Beyond the ‘what’ and onto the ‘how’ |url=https://tdtrust.org/news/teaching-teachers-beyond-the-what/ |website=Teacher Development Trust |access-date=9 Jan 2026}}</ref>, as well as the effect of having a good knowledge of pedagogy – including teaching techniques – on the way in which teachers need to be taught themselves.
The term was developed by a working group convened and led by the Teacher Development Trust<ref>{{cite web |last1=Bean |first1=Andrea |title=What’s distinct about the teaching of teachers, and does it matter? |url=https://tdtrust.org/news/whats-distinct-about-the-teaching-of-teachers-and-does-it-matter/ |website=Teacher Development Trust |access-date=9 2026}}</ref> to consider what might be unique about the teaching of teachers. In particular, the group considered what the impact of prior experience of being a pupil and student (and therefore of the education system) might be<ref>{{cite web |last1=Bean |first1=Andrea |title=Teaching teachers: Beyond the ‘what’ and onto the ‘how’ |url=https://tdtrust.org/news/teaching-teachers-beyond-the-what/ |website=Teacher Development Trust |access-date=9 2026}}</ref>, as well as the effect of having a good knowledge of pedagogy – including teaching techniques – on the way in which teachers need to be taught themselves.
The final paper from the working group argued that a specific term to describe the teaching of teachers matters because: “Without naming and exploring the unique nature of teaching teachers, we risk delivering professional development that is fragmented, ineffective, or even counterproductive. We risk spending too much time reviewing the content of professional development offers, including the underlying evidence, and far too little time considering how that content is best delivered.”<ref>{{cite web |last1=Bean |first1=Andrea |title=What is Didagogy? Exploring the Discipline of Teaching Teachers |url=https://tdtrust.org/wp-content/uploads/2025/09/What-is-Didagogy-26sep-digital-ver2.pdf |website=Teacher Development Trust |access-date=9 Jan 2026}}</ref>
The final paper from the working group argued that a specific term to describe the teaching of teachers matters because: “Without naming and exploring the unique nature of teaching teachers, we risk delivering professional development that is fragmented, ineffective, or even counterproductive. We risk spending too much time reviewing the content of professional development offers, including the underlying evidence, and far too little time considering how that content is best delivered.”<ref>{{cite web |last1=Bean |first1=Andrea |title=What is Didagogy? Exploring the Discipline of Teaching Teachers |url=https://tdtrust.org/wp-content/uploads/2025/09/What-is-Didagogy-26sep-digital-ver2.pdf |website=Teacher Development Trust |access-date=9 2026}}</ref>
The working group presented a model that suggested three elements that need to be considered to develop effective didagogic practice:
The working group presented a model that suggested three elements that need to be considered to develop effective didagogic practice:
* Practices – the content of any teacher training
* Practices – the content of any teacher training
* Conditions – the context in which the teacher is learning, including the school environment
* Conditions – the context in which the teacher is learning, including the school environment
* Identities – the intrinsic motivations of the teachers undertaking training<ref>{{cite web |last1=Brown |first1=David |title=What in the world is ‘Didagogy’ and how can it make you a better teacher? |url=https://teacherstalkradio.podbean.com/e/what-in-the-world-is-didagogy-and-how-can-it-make-you-a-better-teacher-the-friday-late-show-with-david-brown/ |website=Teachers Talk Radio |access-date=9 Jan 2026}}</ref>
* Identities – the intrinsic motivations of the teachers undertaking training<ref>{{cite web |last1=Brown |first1=David |title=What in the world is ‘Didagogy’ and how can it make you a better teacher? |url=https://teacherstalkradio.podbean.com/e/what-in-the-world-is-didagogy-and-how-can-it-make-you-a-better-teacher-the-friday-late-show-with-david-brown/ |website=Teachers Talk Radio |access-date=9 2026}}</ref>
== Working group membership ==
== Working group membership ==
== Reception ==
== Reception ==
Professor Samantha Twiselton responded to the report positively in an article for SchoolsWeek, stating, “… we have an opportunity to elevate professional development practice and to ensure all who shape it – from practitioners to policymakers – recognise the importance of how teachers are trained as much as what they are taught.”<ref>{{cite news |last1=Twiselton |first1=Sam |title=Didagogy: Teacher training’s missing component |url=https://schoolsweek.co.uk/didagogy-teacher-trainings-missing-component/ |access-date=9 Jan 2026 |publisher=SchoolsWeek |date=09/25/2025}}</ref>
Professor Samantha Twiselton responded to the report positively in an article for SchoolsWeek, stating, “… we have an opportunity to elevate professional development practice and to ensure all who shape it – from practitioners to policymakers – recognise the importance of how teachers are trained as much as what they are taught.”<ref>{{cite news |last1=Twiselton |first1=Sam |title=Didagogy: Teacher training’s missing component |url=https://schoolsweek.co.uk/didagogy-teacher-trainings-missing-component/ |access-date=9 2026 |publisher=SchoolsWeek |date=09/25/2025}}</ref>
== References ==
== References ==
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Comment: This may be notable, but the sourcing isn’t currently sufficient. Almost all of it seems to go back to the promoting organisation, with perhaps the sole exception being an opinion piece by Prof. Twiselton, which unfortunately doesn’t cover the process in any detail. Almost everything else goes back to Andrea Bean. See WP:42 for what is the fundamental requirement to establish notability and sourcing. A podcast isn’t a good source unfortunately, since it’s self-published. ChrysGalley (talk) 11:51, 9 January 2026 (UTC)
Academic term to explain the teaching of teachers
Didagogy (‘ daɪdəɡɒdʒi / DIED-uh-goj-ee) is a term to describe the discipline of teaching teachers.[1] It has been suggested by a cross-sector group of education academics and practitioners based in the UK, as part of a 2025 project commissioned by the Teacher Development Trust.[2]
Didagogy means the teaching of teachers.[3] It describes the discipline of considering how best to teach teachers given the specific characteristics of that group. As such, it is distinct from pedagogy (relating to the teaching of children) and andragogy (relating to the teaching of adults).
The word was suggested by Louise Worgan who was inspired by the ancient Greek root of the word[4] didactic (διδακτικός /didaktikos) meaning “pertaining to instruction”. Worgan has stated he view it describes “… not someone who just knows things, but someone who can actually help others grasp and use that knowledge.”
Creation and rationale
[edit]
The term was developed by a working group convened and led by the Teacher Development Trust[5] to consider what might be unique about the teaching of teachers. In particular, the group considered what the impact of prior experience of being a pupil and student (and therefore of the education system) might be[6], as well as the effect of having a good knowledge of pedagogy – including teaching techniques – on the way in which teachers need to be taught themselves.
The final paper from the working group argued that a specific term to describe the teaching of teachers matters because: “Without naming and exploring the unique nature of teaching teachers, we risk delivering professional development that is fragmented, ineffective, or even counterproductive. We risk spending too much time reviewing the content of professional development offers, including the underlying evidence, and far too little time considering how that content is best delivered.”[7]
The working group presented a model that suggested three elements that need to be considered to develop effective didagogic practice:
- Practices – the content of any teacher training
- Conditions – the context in which the teacher is learning, including the school environment
- Identities – the intrinsic motivations of the teachers undertaking training[8]
Working group membership
[edit]
- Andrea Bean, Research and Evaluation Manager, Teacher Development Trust
- Sarah Botchway, Director, London Teaching School Hub
- Gareth Conyard, CEO, Teacher Development Trust
- Professor Phillipa Cordingley, CEO, Centre for the use of Research and Evidence in Education
- Professor Caroline Daly, Professor of Teacher Education, University College London
- Sam Gibbs, Director of Education, Greater Manchester Education Trust
- Emma Hollis, CEO, National Association of School-Based Teacher Trainers
- Dr Lisa-Maria Műller, Head of Research and Policy, Chartered College of Teaching
- Professor Tanya Ovenden-Hope, Dean and Professor of Education, Plymouth Marjon University[9]
Professor Samantha Twiselton responded to the report positively in an article for SchoolsWeek, stating, “… we have an opportunity to elevate professional development practice and to ensure all who shape it – from practitioners to policymakers – recognise the importance of how teachers are trained as much as what they are taught.”[10]
- ^ Bean, Andrea. “What is Didagogy? Exploring the Discipline of Teaching Teachers”. Teacher Development Trust. Retrieved 9 January 2026.
- ^ Bean, Andrea (01/06/2026). “Three barriers to effective CPD: Lessons for teachers and schools”. SEC-ED. Retrieved 9 January 2026.
- ^ Sam Gibbs, Andrea Bean (10/22/2025). “Is ‘didagogy’ the key to better CPD for teachers?”. TES. Retrieved 9 January 2026.
- ^ Worgan, Louise. “What is Didagogy?”. rss.com. TDT’s Didagogy Podcast by Teacher Development Trust. Retrieved 09/01/2026.
- ^ Bean, Andrea. “What’s distinct about the teaching of teachers, and does it matter?”. Teacher Development Trust. Retrieved 9 January 2026.
- ^ Bean, Andrea. “Teaching teachers: Beyond the ‘what’ and onto the ‘how’“. Teacher Development Trust. Retrieved 9 January 2026.
- ^ Bean, Andrea. “What is Didagogy? Exploring the Discipline of Teaching Teachers” (PDF). Teacher Development Trust. Retrieved 9 January 2026.
- ^ Brown, David. “What in the world is ‘Didagogy’ and how can it make you a better teacher?”. Teachers Talk Radio. Retrieved 9 January 2026.
- ^ Bean, Andrea. “What is Didagogy? Exploring the Discipline of Teaching Teachers”. Teacher Development Trust. Retrieved 09/01/2026.
- ^ Twiselton, Sam (09/25/2025). “Didagogy: Teacher training’s missing component”. SchoolsWeek. Retrieved 9 January 2026.
