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Table 1 Signature Pedagogies

From: Praxis pedagogy in teacher education

Signature Pedagogies

Characteristics of signature pedagogies

Professional Practice (Schatzki, Kemmis, Green)

Recognises personal learning from immersion in practice

Supports communities of practice to support inquiry for improved learning environments and student learning

Continuing critique of practice for change of conditions to formulate ideas of new practice

Repertoires of practice (Kalantzis, Cope)

Identifies and articulates features of pedagogical, curriculum, assessment practices

Links key features of pedagogy, curriculum, assessment for change and improvement

Critiques repertories of educational practice as social activity that supports satisfaction and progress

Teacher as Researcher (Stenhouse)

Systematically investigates own practice for improvement

Participates as member of school-based research team/s

Relates local, national and global research, policy and practice

Case Conferencing (Shulman)

Generates case and commentary writing for understanding of practice

Participates in case conferencing and concept analysis for production of teachers’ knowledge

Encourages articulation and analysis of teachers’ knowledge in relation to theories of curriculum and teaching

Community Partnership (Gonzalez, Moll & Amanti; Sizer)

Connects with local communities

Integrates community culture and knowledge into curriculum

Investigates community to understand local aspiration, history, knowledge, language

Praxis Learning (Freire)

Investigates / provides description, explanation, theorising and change of practice in response to reflection on practice

Demonstrates a curriculum developed from praxis and in response to refection

Constructs learning environments of ethically-informed action for the public good

Participatory Action Research (Kemmis)

Identifies and advocates key issues of policy and participates in collecting data for analysis

Contributes to project discourses with internal and external team members

Theorises and critiques research findings in the public domain

Portfolio Dialogue (Freire, Dewey, Brookfield)

Compiles and discusses artefacts of personal learning over time

Participates with artefact and knowledge discourses that show understandings of meanings of practice

Demonstrates a coherent philosophy consistent with personalised practice and community change for public good