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Making use of pedagogic models as reflective catalysts for investigating pedagogic practice

Hill, Geof W. (2010) Making use of pedagogic models as reflective catalysts for investigating pedagogic practice. In The 5th International Inquiring Pedagogies Conference (iPED 2010), 15 September 2010, Coventry, United Kingdom.

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    Abstract

    The notion of pedagogy for anyone in the teaching profession is innocuous. The term itself, is steeped in history but the details of the practice can be elusive. What does it mean for an academic to be embracing pedagogy? The problem is not limited to academics; most teachers baulk at the introduction of a pedagogic agenda and resist attempts to have them reflect on their classroom teaching practice, where ever that classroom might be constituted.

    This paper explores the application of a pedagogic model (Education Queensland, 2001) which was developed in the context of primary and secondary teaching and was part of a schooling agenda to improve pedagogy. As a teacher educator I introduced the model to classroom teachers (Hill, 2002) using an Appreciative Inquiry (Cooperrider and Srivastva 1987) model and at the same time applied the model to my own pedagogy as an academic. Despite being instigated as a model for classroom teachers, I found through my own practitioner investigation that the model was useful for exploring my own pedagogy as a university academic (Hill, 2007, 2008).

    Cooperrider, D.L. and Srivastva, S. (1987) Appreciative inquiry in organisational life, in Passmore, W. and Woodman, R. (Eds) Research in Organisational Changes and Development (Vol 1) Greenwich, CT: JAI Press. Pp 129-69

    Education Queensland (2001) School Reform Longitudinal Study (QSRLS), Brisbane, Queensland Government.

    Hill, G. (2002, December ) Reflecting on professional practice with a cracked mirror: Productive Pedagogy experiences. Australian Association for Research in Education Conference. Brisbane, Australia.

    Hill, G. (2007) Making the assessment criteria explicit through writing feedback: A pedagogical approach to developing academic writing. International Journal of Pedagogies and Learning 3(1), 59-66.

    Hill, G. (2008) Supervising Practice Based Research. Studies in Learning, Evaluation, Innovation and Development, 5(4), 78-87

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    ID Code: 34166
    Item Type: Conference Paper
    Keywords: research supervision, pedagogy, productive pedagogies, practice based research, HERN
    Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202)
    Divisions: Current > QUT Faculties and Divisions > Division of Research and Commercialisation
    Copyright Owner: Copyright 2010 Please contact the author.
    Deposited On: 19 Aug 2010 12:34
    Last Modified: 19 Aug 2010 12:34

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