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

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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


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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.


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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.


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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.


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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.



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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.


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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


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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.


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New Basics QSRLS?curriculum organisers



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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.


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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.


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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.


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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).


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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.