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 |