Teachers' understandings of pedagogic connectedness
Beutel, Denise A. (2006) Teachers' understandings of pedagogic connectedness. In AARE 2006 International Education Research Conference Adelaide: Engaging Pedagogies, 26th-30th November 2006, Adelaide.
This paper is based on a doctoral study that attempts to operationalise the productive pedagogy initiative of Education Queensland. Ths study identified the qualitatively different ways in which middle years teachers may experience pedagogic connectedness with their students. Mentoring relationships between teachers and students were found to be the optimum approach to increasing and sustaining student engagement and consequently improving the educational outcomes of boys in the middle years of schooling. The findings also provide insight into the nature of teacher-student interactions that may lead to pedagogic connectedness, a useful set of data to guide the design, development and implementation of pre-service education programs. Five categories of pedagogic connectedness emerged from the phenomenographically-inspired study. These categories should be seen as developmental and teachers should be encouraged and supported to progress through these stages as they mature profesionally. The emergent categories in order of increasing complexity are information providing, instructing, facilitating, guided participation and mentoring.
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|Item Type:||Conference Paper|
|Keywords:||phenomenography, pedagogic connectedness, pedagogy, teacher, student relationship, productive pedagogies, middle years|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2006 AARE & Denise A. Beutel|
|Copyright Statement:||Reproduced in accordance with the copyright policy of the publisher.|
|Deposited On:||13 Dec 2006 00:00|
|Last Modified:||29 Feb 2012 13:34|
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