Teachers and productive pedagogies: Contextualising, conceptualising, utilising

Lingard, Bob, Hayes, Debra and Mills, Martin (2003) Teachers and productive pedagogies: Contextualising, conceptualising, utilising. Pedagogy, Culture and Society, 11 3: 399-424. doi:10.1080/14681360300200181

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Author Lingard, Bob
Hayes, Debra
Mills, Martin
Title Teachers and productive pedagogies: Contextualising, conceptualising, utilising
Journal name Pedagogy, Culture and Society   Check publisher's open access policy
ISSN 1747-5104
Publication date 2003-10
Sub-type Article (original research)
DOI 10.1080/14681360300200181
Volume 11
Issue 3
Start page 399
End page 424
Total pages 26
Place of publication Abingdon, U.K.
Publisher Routledge
Collection year 2003
Language eng
Subject C1
330103 Sociology of Education
749906 Education policy
Abstract Improving students' outcomes from schooling requires schools to be learning organisations, where both students and teachers are engaged in learning. As such, knowledge and talk about pedagogy need to be at the core of the professional culture of schools. This article argues that this will require the valuing of teachers' work, that is, their pedagogical practices, to be a central focus of educational policy. Dangers are associated with this argument in terms of understating the impacts of poverty, lack of funding to disadvantaged schools and other social factors such as the pressures of globalisation upon students' educational opportunities. Hence, while acknowledging the importance of pedagogy to students' outcomes, the article contextualises the argument through a recognition of the policy and structural conditions that work against the valuing of teachers and their work. It then conceptualises how, within this context, a focus on pedagogies can make a difference to students' academic and social outcomes from schooling. This conceptualisation utilises the productive pedagogies model of classroom practice, developed in a large Australian study of school reform, as an example of the forms of pedagogical practices that support students' achievement of academic and social outcomes. It is argued that such pedagogical practices ought to be a concern of teachers, school administrators, education systems and local communities interested in schools as learning organisations.
Keyword Teachers
Productive pedagogies
Learning organisations
Educational policy
Q-Index Code C1

Document type: Journal Article
Sub-type: Article (original research)
Collections: Excellence in Research Australia (ERA) - Collection
2004 Higher Education Research Data Collection
School of Education Publications
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Created: Wed, 15 Aug 2007, 01:53:57 EST