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Productive Pedagogy
Gore and colleagues (2001a; 2001b) have compiled a framework, or model, to focus attention upon what happens in classrooms, and to provide a guide for teacher education and professional development (Hill, 2002; NSWDET, 2002). Gore (2001a) writes that: 'teachers who are critically reflective, professional, democratic, highly skilled, and passionate about their work, all credible goals for teacher education programs, still need to keep their eye on the ball. The ball is student learning' (p. 127). She is critical of current approaches to teacher education.
Creating a supportive environment in which students engage primarily with mindless tasks is pointless. Insisting on intellectual quality while making no connection to student teachers' backgrounds or their futures as teachers is counterproductive. Recognizing [sic] difference without attention to the core learning needs of students is inadequate. Making learning relevant without substance is anti-educational. (p. 132)
Gore considers the classroom practices that lead to improved learning outcomes for all students, drawing from the work on authentic pedagogy by Newmann and Associates (1996, cited in Gore, 2001a). Following extensive work in classrooms in Queensland, she translates her research and findings into a productive pedagogy framework.
| Intellectual quality Higher-order thinking Deep knowledge Deep understanding Substantive conversation Knowledge as problematic Metalanguage | Relevance (connectedness) Connectedness to the world Problem-based curriculum Knowledge integration Background knowledge |
| Social support Student control Student support Engagement Self-regulation Explicit criteria | Recognition of difference Cultural knowledge Inclusivity Narrative Group identity Citizenship |
Gore argues that the framework resonates with what teacher educators already know and value - a 'reassembling' (p. 128) of knowledge that requires teachers to approach pedagogy in professional, reflective and knowledgeable ways.
References
Gore, J. (2001a). 'Beyond our differences: A reassembling of what matters in teacher education.' Journal of Teacher Education, 52(2), 124-135.
Gore, J. M., Griffiths, T., & Ladwig, J. G. (2001b). Productive pedagogy as a framework for teacher education: Towards better teaching. Paper presented at the annual conference of the Australian Association for Research in Education, Fremantle, Western Australia, December. http://www.aare.edu.au/01pap/gor01501.htm
Hill, G. (2002). Reflecting on professional practice with a cracked mirror: Productive pedagogy experiences. Paper presented at the annual conference of the Australian Association for Research in Education, retrieved on 20/12/04 from http://www.aare.edu.au/02pap/hil02657.htm
NSWDET. (2002). Inform articles: Productive pedagogy. New South Wales Department of Education and Training.