Changing Teachers’ Practice through Critical Reflection on Pedagogy

By Janette Long.

Published by The Social Sciences Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Pedagogy is concerned with teachers’ knowledge, beliefs, values and attitudes about how students learn and the implementation of the most effective teaching practices to enhance student learning outcomes. Changes to teachers’ practice has the potential to assist teachers to reassess their values and beliefs about teaching and learning, particularly when they are provided with evidence that is drawn from their own classroom practice with collegial reflection to assist with the adoption of new ways of ‘knowing and doing’.
This paper explores one model that is currently being implemented as a means for curriculum renewal in New South Wales, Australia, known as the Quality Teaching Model. It examines how this model has the potential to enhance the professional learning of teachers through their critical and rigorous reflection on and within their own practice.

Keywords: Teachers’ Professional Learning, Pedagogy

International Journal of Interdisciplinary Social Sciences, Volume 6, Issue 4, pp.145-160. Article: Print (Spiral Bound). Article: Electronic (PDF File; 758.808KB).

Dr. Janette Long

Associate Professor in Education, Faculty of Education, Australian Catholic University, Strathfield, NSW, Australia

Dr. Janette Long is an Associate Professor in Education at the Australian Catholic University, Strathfield and contributes to both primary and secondary teacher education courses at undergraduate and postgraduate levels. Her research interests include professional development and learning, supervision, the practicum, mentoring, teachers’ professional knowledge, diversity in the classroom, curriculum, assessment and evaluation issues.


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