Pedagogies and policy issues of teacher practices and professionalism
1 / 16

Pedagogies and policy: issues of teacher practices and professionalism - PowerPoint PPT Presentation

  • Uploaded on

Pedagogies and policy: issues of teacher practices and professionalism. C-TRIP Series, 5 July 2005 Bob Lingard, University of Sheffield. Contextual frames.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'Pedagogies and policy: issues of teacher practices and professionalism' - Mia_John

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Pedagogies and policy issues of teacher practices and professionalism l.jpg

Pedagogies and policy: issues of teacher practices and professionalism

C-TRIP Series, 5 July 2005

Bob Lingard, University of Sheffield

Contextual frames l.jpg
Contextual frames professionalism

  • Schools: modernist institutions linked to ‘imagined community of the nation’; particular history of mass schooling systems and teachers’ work.

  • All challenged by globalization: organisationally, epistemologically, teachers’ work and definitions of professionalism.

  • Pedagogies: a concept to take back for teacher professionalism within the ‘totally pedagogised society’.

  • Be speculative in these contexts BUT draw on research, but see research as informing NOT determining policy and practice.

  • Individual and collective teacher politics required to struggle around the issues raised.

Structure of presentation l.jpg
Structure of presentation professionalism

  • Curriculum, pedagogies, assessment need to be central to teacher professional identities.

  • Systemic policy operates with different logics of practice to that of classroom professionals.

  • Systemic policy is important, but need trust and some professional space for teachers.

  • Quality teacher practices central to successful schools and systems.

Pedagogies the queensland school reform longitudinal study qsrls 1998 2001 l.jpg
Pedagogies: the Queensland School Reform Longitudinal Study (QSRLS) (1998-2001)

  • Teachers interviewed in study: first conversation about pedagogy in their professional careers.

  • Need for explicitness about pedagogies, but two-edged sword: systemic policies – technise, control and de-professionalise.

  • Talk and policy frames about curriculum and assessment, not pedagogy.

  • Recognition of symbiotic relationship between the three message systems.

  • Significance of policy frames: discursively.

  • Significance of teacher conceptions of their work and sense of responsibility and collective effects.

  • Significance of teacher threshold knowledges.

Queensland school reform longitudinal study l.jpg
Queensland School Reform Longitudinal Study (QSRLS) (1998-2001)

  • Newmann’s ‘Authentic Pedagogy’

  • Higher order thinking

  • Depth of knowledge and understanding

  • Substantive conversation

  • Connectedness to the world beyond the classroom.

  • QSRLS Productive Pedagogies represent a refinement and expansion of these elements to a 20 item pedagogical mapping instrument, which mapped pedagogies on 4 dimensions.

Findings l.jpg
Findings (QSRLS) (1998-2001)

  • A lot of social support: teachers as caring professionals.

  • Not enough intellectual demand, connectedness and working with and valuing difference.

  • Differences across curriculum areas.

  • Differences across year levels.

  • Too much curriculum content?

  • Non-alignment of assessment practices (particularly in primary schools).

  • Need for greater teacher assessment literacy; need for teacher networks within and across schools.

Where and why did we find good assessment practices in the qsrls l.jpg
Where and why did we find good assessment practices in the QSRLS?

  • Pedagogies in Year Two: Teacher Professional Learning Communities

  • Senior Years: Teacher Professional Learning Communities

Queensland assessment practices the senior years l.jpg
Queensland assessment practices: the senior years QSRLS?

  • In place for more than 30 years.

  • Includes all schools, both government and non-government.

  • Administration, research, development of system dependent upon a statutory authority: Queensland Studies Authority.

  • No public examination; system based on teacher professional judgments; builds within and across school teacher professional learning communities.

  • School-based, teacher moderated.

  • Use of Core Skills Test (based on Common Curriculum Elements) in final moderation process for selection and equity purposes; positive effects on pedagogies.

New basics curriculum organisers l.jpg
New Basics QSRLS?curriculum organisers

Competing logics of practice systemic policy and teachers in classrooms l.jpg
Competing logics of practice: systemic policy and teachers in classrooms

  • Bourdieu: social arrangement consists of a hierarchy of multiple, relatively autonomous fields with their own logics of practice, hierarchies of positions, players and strategies.

  • Educational policy as field versus schools and classrooms as field.

  • Educational policy field: affected by: field of journalism, economics, new public management, globalised.

Logics of practice of policy production l.jpg
Logics of practice of policy production in classrooms

  • Ranson (2003): neo-liberal regime of accountability – leads to increasing specification and reaches into the pedagogic core of teachers’ work.

  • Hartley (2003): disjunction between policy framing of pedagogies and society in which young people will live and work.

  • Ball (1999): ‘struggle for the soul of the teacher’: constructed as a pedagogic technician responsive to externally imposed goals and indicators – ‘the archetypal postmodern teacher, defined by depthlessness, transparency and spectacle’.

  • NSW: Quality Teaching in NSW Public Schools (2003).

  • Queensland: implementation of productive pedagogies.

Significance of policy l.jpg
Significance of policy in classrooms

  • Policy findings from QSRLS.

  • Social justice and redistributive funding.

  • Assessment practices in Queensland.

  • Assessment is for Learning project in Scotland.

  • Trust and space for teacher action: set against a moral economy of mis-trust (du Gay, 2000; Clarke, 2004).

  • Multiple foci for a politics around a new teacher professionalism.

Other readings l.jpg
Other readings in classrooms

  • Hayes, D., Mills, M., Christie, P. and Lingard, B. (2005) Teachers and Schooling Making a Difference (Sydney, Allen and Unwin).

  • Lingard, B. (2005) ‘Socially Just Pedagogies in Changing Times’ , International Studies in Sociology of Education, Vol 15, No 2.

  • Lingard, B., Hayes, D. and Mills, M. (2003) ‘Teachers and Productive Pedagogies: contextualising, conceptualising, utilising’, Pedagogy, Culture & Society, Vol 11, No 3, pp. 399-424.

  • Lingard, B., Hayes, D., Mills, M. and Christie, P. (2003) Leading Learning: Making Hope Practical in Schools (Buckingham, Open University Press).

Research reports l.jpg
Research reports in classrooms

The Queensland School Reform LongitudinalStudy (2001), Brisbane, Queensland Government, Education Queensland.

The Queensland School Reform LongitudinalStudy: Supplementary Material (2001), Brisbane, Queensland Government, Education Queensland.