The meaning and implementation of the word pedagogy is debated throughout the world of education and there are many influential educational theorists whose views will be reflected in this report. These views will influence the critique of numerous pedagogical documents within both state and national frameworks, such as the “Yachad Accelerated Learning Project” (YALP) and the “e5 model” created by the Department of Education. The main points of reflection of these documents will concern how they differ from or align with three influential educational theorists and which areas of these theorists' ideas are strengthened or silenced due to the construction of these documents. Paragraph one - How is pedagogy defined and positioned from the critical point of view of educational theorists? There is a wide variety of definitions for the word pedagogy, but intrinsically once you manage to develop your own definition of this word, you have developed your own pedagogy and this is exactly what pedagogical theorists have been aiming to do for years, and how this relationship will show that no two definitions or ideals are the same. Tamara Bibby defines pedagogy as the understanding of learning and teaching intertwined with the interrelationships of people, Bibby observes: "If pedagogy is about what happens to create or facilitate learning, the traditional focus has been on the actions of the pedagogue, of the teacher” (Bibby, 2009) and reflects on the importance of the unconscious learning process. This vision of pedagogy places emphasis on the teacher as the holder of knowledge and delves into the importance of the student's invisible learning processes. Patricia Hinchey takes a completely different approach to her understanding and research of pedagogy, she describes... ...middle of paper ......through a literary text is perceived as a problem by Hinchey as she states that in teaching you should “having math classes to learn math, history classes to learn history, and classes…isolated from each other” (Hinchey, 2010). create an educational framework that will align with all educational theorists and the problems mentioned above are only minor. Conclusion Pedagogy is a difficult concept to understand or master and, as demonstrated by the three educational theorists explored in this report, no two ideals are the same and not all pedagogues will agree with all educational documents. Although numerous problems have been found in both frameworks, there are still numerous positive attributes that highlight the importance of promoting education in our schools, and this is a point that all three theorists cannot deny..