Productive pedagogies: a redefined methodology for analysing quality teacher practice

Mills, Martin, Goos, Merrilyn, Keddie, Amanda, Honan, Eileen, Pendergast, Donna, Gilbert, Rob, Nichols, Kim, Renshaw, Peter and Wright, Tony 2009, Productive pedagogies: a redefined methodology for analysing quality teacher practice, Australian educational researcher, vol. 36, no. 3, pp. 67-87, doi: 10.1007/BF03216906.

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Title Productive pedagogies: a redefined methodology for analysing quality teacher practice
Author(s) Mills, Martin
Goos, Merrilyn
Keddie, AmandaORCID iD for Keddie, Amanda orcid.org/0000-0001-6111-0615
Honan, Eileen
Pendergast, Donna
Gilbert, Rob
Nichols, Kim
Renshaw, Peter
Wright, Tony
Journal name Australian educational researcher
Volume number 36
Issue number 3
Start page 67
End page 87
Total pages 21
Publisher Springer
Place of publication Amsterdam, The Netherlands
Publication date 2009-12
ISSN 0311-6999
2210-5328
Summary 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.
Language eng
DOI 10.1007/BF03216906
Field of Research 130303 Education Assessment and Evaluation
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2009, Australian Association for Research in Education
Persistent URL http://hdl.handle.net/10536/DRO/DU:30087488

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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