Cultivating a schoolwide pedagogy: Achievements and challenges of shifting teacher learning on thinking

Patterson, C; O’Brien, G

Cultivating a schoolwide pedagogy: Achievements and challenges of shifting teacher learning on thinking

Patterson, C

O’Brien, G

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Publisher:: Routledge
Publication Type:: Journal Article
Citation:: Professional Development in Education, 2021, pp. 1-15
Issue Date:: 2021-02-03

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Field	Value	Language
dc.contributor.author	Patterson, C https://orcid.org/0000-0002-3383-9764
dc.contributor.author	O’Brien, G
dc.date.accessioned	2021-04-08T04:26:41Z
dc.date.available	2021-04-08T04:26:41Z
dc.date.issued	2021-02-03
dc.identifier.citation	Professional Development in Education, 2021, pp. 1-15
dc.identifier.issn	1367-4587
dc.identifier.issn	1941-5265
dc.identifier.uri	http://hdl.handle.net/10453/147890
dc.description.abstract	Research in developing teacher and learner thinking highlights the challenges in translating theoretical constructs into changed practice. One Australian study tracked teacher thinking across school contexts over the proposed three-year timeframe of one professional learning programme. The programme framed a shift in learner and teacher thinking within a pedagogical model. The study questioned: How do teachers develop collective efficacy in their professional learning to modify their teaching practice and improve student learning within a schoolwide pedagogy? The primary and secondary schools from government and non-government contexts sought to cultivate routines that are continually developed through practice-based inquiry of teaching teams. The findings highlight the achievements of teacher inquiry into practice and the challenges of implementing a schoolwide professional learning initiative. The recommendations offered here may be transferred to other contexts to promote teacher collective efficacy through practitioner inquiry and the use of a pedagogical language and model that focusses on learning thinking. The research to date highlights the importance of bolstering teacher involvement in reporting their own learning and development of practice, as well as addressing the theory-practice divide. Further research on teacher professional learning is needed to enable teachers to traverse the knowing-doing gap in their practice.
dc.language	en
dc.publisher	Routledge
dc.relation.ispartof	Professional Development in Education
dc.relation.isbasedon	10.1080/19415257.2021.1879221
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1301 Education Systems, 1303 Specialist Studies in Education
dc.subject.classification	Education
dc.title	Cultivating a schoolwide pedagogy: Achievements and challenges of shifting teacher learning on thinking
dc.type	Journal Article
utslib.for	1301 Education Systems
utslib.for	1303 Specialist Studies in Education
utslib.for	1301 Education Systems
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access	*
pubs.consider-herdc	true
dc.date.updated	2021-04-08T04:26:39Z
pubs.publication-status	In preparation

Abstract:

Research in developing teacher and learner thinking highlights the challenges in translating theoretical constructs into changed practice. One Australian study tracked teacher thinking across school contexts over the proposed three-year timeframe of one professional learning programme. The programme framed a shift in learner and teacher thinking within a pedagogical model. The study questioned: How do teachers develop collective efficacy in their professional learning to modify their teaching practice and improve student learning within a schoolwide pedagogy? The primary and secondary schools from government and non-government contexts sought to cultivate routines that are continually developed through practice-based inquiry of teaching teams. The findings highlight the achievements of teacher inquiry into practice and the challenges of implementing a schoolwide professional learning initiative. The recommendations offered here may be transferred to other contexts to promote teacher collective efficacy through practitioner inquiry and the use of a pedagogical language and model that focusses on learning thinking. The research to date highlights the importance of bolstering teacher involvement in reporting their own learning and development of practice, as well as addressing the theory-practice divide. Further research on teacher professional learning is needed to enable teachers to traverse the knowing-doing gap in their practice.

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http://hdl.handle.net/10453/147890