Productive Pedagogies: A Redefined Methodology for Analysing Quality Teacher Practice

Autor/inn/en	Mills, Martin; Goos, Merrilyn; Keddie, Amanda; Honan, Eileen; Pendergast, Donna; Gilbert, Rob; Nichols, Kim; Renshaw, Peter; Wright, Tony
Titel	Productive Pedagogies: A Redefined Methodology for Analysing Quality Teacher Practice
Quelle	In: Australian Educational Researcher, 36 (2009) 3, S.67-87 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
Schlagwörter	Research Tools; Foreign Countries; Teaching Methods; School Restructuring; Longitudinal Studies; Reflective Teaching; Teaching Models; Data Analysis; Pedagogical Content Knowledge; Educational Research; Teacher Educators; Grade 4; Grade 6; Grade 8; Grade 9; Surveys; Parents; Students; Australia + Suchen Sie Ihr Suchwort? Forschungsmittel; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Schulreformplan; Schulumwandlung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehrmodell; Auswertung; Pädagogische Kompetenz; Bildungsforschung; Pädagogische Forschung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Survey; Umfrage; Befragung; Eltern; Student; Schüler; Schülerin; Studentin; Australien
Abstract	This paper identifies the ways in which the Productive Pedagogies framework has been refined as a research tool for evaluating classroom practice within a current study into issues of school reform in Queensland. Initially emerging from the landmark Queensland School Reform Longitudinal Study (1998-2001), the Productive Pedagogies has been taken up widely in Australia and internationally as both a research tool and metalanguage to support teachers to critically reflect on their practice. In this paper, following a brief description of the model's four dimensions, we detail how we have addressed some methodological concerns in using and modifying the framework for the present study. In response to critiques by other researchers and debates within our own research team, we justify our use of the framework. To these ends, we present a refined methodology that addresses the importance of pedagogical process, substantiates the inclusion of particular items within the framework, supports a critical approach to issues of difference, includes students' perspectives and recognises the significance of content knowledge in the assessment of quality pedagogy. (Contains 2 endnotes.) (As Provided).
Anmerkungen	Australian Association for Research in Education (AARE). P.O. Box 71, Coldstream, Victoria 3770, Australia. Tel: +61-0359-649-031; Fax: +61-0359-649-586; e-mail: aare@aare.edu.au; Web site: http://www.aare.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10