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Articulating teacher thinking to build collectively efficacious practice : a longitudinal study
Patterson, Carmel
Patterson, Carmel
Author
Abstract
Individual pedagogical knowledge is tacitly understood by teachers with minimal opportunities to discuss, demonstrate and expand upon teaching and learning practices together. Articulating implicit understanding requires an approach that enables teachers to continually dissect, develop and redesign their pedagogy schoolwide. Developing this collectively efficacious culture is the nub of creating and sharing practice together in context. The longitudinal study of one Australian secondary school questioned: How does articulating teacher thinking build collectively efficacious practice across one school context over time? The study explored how to continually develop the confidence and capability of teachers to adopt and adapt practices to enhance student learning. The teacher professional learning captured data from analysis on observations of learning and two online surveys. The data showed increased adoption over time in the shared use of the pedagogical language, thinking routines and resources. A notable outcome was harnessing individual thinking on learning to improve teacher collective efficacious practice across the school. This paper supports the ongoing articulation of teacher thinking – individually and collectively – in changing practice and offers a pedagogical approach that could be utilised across similar schoolwide contexts.
Keywords
Teacher pedagogical, thinking collective, efficacy teacher, professional learning, schoolwide pedagogy, teacher-led inquiry, longitudinal study
Date
2024
Type
Journal article
Journal
Book
Volume
Issue
Page Range
1-15
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
Collections
Relation URI
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY-NC-ND 4.0
File Access
Open
Notes
© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.