In Victoria, Australia, under the Blueprint agenda, The Principles of Learning and Teaching (Department of Education and Training, 2005) are being used to operationalise pedagogical change and curriculum renewal. The University of Melbourne is one of the three contracted providers and in 2005 and 2006 has supported 450 teachers from state, independent and special schools in Victoria and 70 teachers in Singapore. The paper outlines the workings of the model and illustrates how through a deeper and renewed focus on pedagogy schools are being asked to examine and change their practice for all students. One benefit of the initiative is that special schools are an integral part of the cluster network and are reconsidering their role in school renewal and systems transformation more broadly. However the regime of pedagogical renewal must be understood as part of the past and the present, multiple transgressions and intense struggles in reform practices more broadly. None the least being the persistent stratification of schooling into special and regular in the Victorian context and professional learning being constructed as weak professional socialization. Working visually and reading intertextually undoing some of the problematics of the implementation process the challenges of system wide professional learning and curriculum reform are exposed.
History
Location
Adelaide, S. Aust.
Open access
Yes
Start date
2006-11-26
End date
2006-11-30
ISSN
1324-9339
eISSN
1324-9320
Language
eng
Notes
Reproduced with the kind permission of the copyright owner.
Publication classification
E1.1 Full written paper - refereed
Copyright notice
2006, AARE
Editor/Contributor(s)
P Jeffery
Title of proceedings
AARE 2006 : Proceedings of the 2006 Australian Association for Research in Education conference