Productive Pedagogies: A Redefined Methodology for Analysing Quality Teacher Practice

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Title Productive Pedagogies: A Redefined Methodology for Analysing Quality Teacher Practice
Author Mills, Martin; Goos, Merrilyn; Keddie, Amanda; Honan, Eileen; Pendergast, Donna Lee; Gilbert, Rob; Nichols, Kim; Renshaw, Peter; Wright, Tony
Journal Name The Australian Educational Researcher
Year Published 2009
Place of publication Australia
Publisher Australian Association for Research in Education
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.
Peer Reviewed Yes
Published Yes
Publisher URI http://www.aare.edu.au/live/index.php?option=com_content&view=article&id=150&Itemid=10#v36_3
Copyright Statement Copyright 2009 Australian Association for Research in Education . This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal website for access to the definitive, published version.
Volume 36
Issue Number 3
Page from 67
Page to 87
ISSN 0311-6999
Date Accessioned 2010-02-19
Language en_AU
Research Centre Griffith Institute for Educational Research
Faculty Faculty of Education
Subject Curriculum and Pedagogy Theory and Development
URI http://hdl.handle.net/10072/30452
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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