Promoting accomplished science teaching through pedagogical research
Tytler, Russell and Hubber, Peter 2010, Promoting accomplished science teaching through pedagogical research, in AERA 2010 : Understanding complex ecologies in a changing world : Proceedings of the 2010 American Educational Research Association meeting, American Educational Research Association, Washington, D.C., pp. 1-15.
In this paper we will examine Shulman’s notion of signature pedagogies for its usefulness extended to school science, to analyse a representation-intensive pedagogy that lays claim to bringing school science closer to the knowledge building practices of science itself. Two case studies of teaching and learning will be presented based on research in primary and secondary schools that involved working closely with teachers to develop and validate the pedagogy. Video images of classrooms, interviews with students and teachers, and documentation of students’ work, were used to construct insights into the teaching and learning process. It is argued that Shulman’s notion of professional practice as involving apprenticeships of knowledge, practice and identity provides a useful lens through which to view this innovation. Shulman’s characterisation of signature pedagogy is used to identify key features of the approach.
Reproduced with the kind permission of the copyright owner.
Field of Research
139999 Education not elsewhere classified
Socio Economic Objective
970113 Expanding Knowledge in Education
HERDC Research category
E2.1 Full written paper - non-refereed / Abstract reviewed
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