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