Teachers and Productive Pedagogies: Contextualising, Conceptualising, Utilising

Autor/inn/en	Lingard, Bob; Hayes, Debra; Mills, Martin
Titel	Teachers and Productive Pedagogies: Contextualising, Conceptualising, Utilising
Quelle	In: Pedagogy, Culture and Society, 11 (2003) 3, S.399-424 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
Schlagwörter	Foreign Countries; School Culture; Goal Orientation; Educational Policy; Educational Practices; School Restructuring; Educational Opportunities; Teaching Methods; Recognition (Achievement); Educational Change; Role of Education; Outcomes of Education; Australia + Suchen Sie Ihr Suchwort? Ausland; Schulkultur; Schulleben; Zielorientierung; Zielvorstellung; Politics of education; Bildungspolitik; Bildungspraxis; Schulreformplan; Schulumwandlung; Bildungsangebot; Bildungschance; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Anerkennung; Bildungsreform; Bildungsauftrag; Lernleistung; Schulerfolg; Australien
Abstract	Improving students' outcomes from schooling requires schools to be learning organisations, where both students and teachers are engaged in learning. As such, knowledge and talk about pedagogy need to be at the core of the professional culture of schools. This article argues that this will require the valuing of teachers' work, that is, their pedagogical practices, to be a central focus of educational policy. Dangers are associated with this argument in terms of understating the impacts of poverty, lack of funding to disadvantaged schools and other social factors such as the pressures of globalisation upon students' educational opportunities. Hence, while acknowledging the importance of pedagogy to students' outcomes, the article contextualises the argument through a recognition of the policy and structural conditions that work against the valuing of teachers and their work. It then conceptualises how, within this context, a focus on pedagogies can make a difference to students' academic and social outcomes from schooling. This conceptualisation utilises the productive pedagogies model of classroom practice, developed in a large Australian study of school reform, as an example of the forms of pedagogical practices that support students' achievement of academic and social outcomes. It is argued that such pedagogical practices ought to be a concern of teachers, school administrators, education systems and local communities interested in schools as learning organisations. (Contains 2 tables and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10