Productive Pedagogies: A redefined methodology for analysing quality teacher practice

Mills, Martin, Goos, Merrilyn, Keddie, Amanda, Honan, Eileen, Pendergast, Donna, Gilbert, Rob, Nichols, Kim, Renshaw, Peter and Wright, Tony (2009) Productive Pedagogies: A redefined methodology for analysing quality teacher practice. Australian Educational Researcher, 36 3: 67-87. doi:10.1007/BF03216906

Author Mills, Martin
Goos, Merrilyn
Keddie, Amanda
Honan, Eileen
Pendergast, Donna
Gilbert, Rob
Nichols, Kim
Renshaw, Peter
Wright, Tony
Title Productive Pedagogies: A redefined methodology for analysing quality teacher practice
Journal name Australian Educational Researcher   Check publisher's open access policy
ISSN 0311-6999
Publication date 2009-12-01
Sub-type Article (original research)
DOI 10.1007/BF03216906
Volume 36
Issue 3
Start page 67
End page 87
Total pages 21
Place of publication Australia
Publisher Australian Association for Research in Education
Collection year 2010
Language eng
Subject C1
93 Education and Training
13 Education
Abstract This paper identifies the ways in which the Productive Pedagogies framework has been refined as a research tool for evaluating classroom practice within a current study into issues of school reform in Queensland. Initially emerging from the landmark Queensland School Reform Longitudinal Study (1998-2001), the Productive Pedagogies has been taken up widely in Australia and internationally as both a research tool and metalanguage to support teachers to critically reflect on their practice. In this paper, following a brief description of the model's four dimensions, we detail how we have addressed some methodological concerns in using and modifying the framework for the present study. In response to critiques by other researchers and debates within our own research team, we justify our use of the framework. To these ends, we present a refined methodology that addresses the importance of pedagogical process, substantiates the inclusion of particular items within the framework, supports a critical approach to issues of difference, includes students' perspectives and recognises the significance of content knowledge in the assessment of quality pedagogy. [ABSTRACT FROM AUTHOR]
Keyword Pedagody
Queensland School Reform
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

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Created: Thu, 26 Nov 2009, 13:29:53 EST by Rebecca Donohoe on behalf of School of Education