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Explorations of pedagogy in Australian contexts

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978-1-921980-43-5
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Product Description

Edited by Louise Phillips and Chris Campbell

Published: Dec 2013
ISBN: 978-1-921980-43-5
Pages: 104 (PDF version)

Overview

In 2012, a group of early career researchers at The University of Queensland's School of Education came together to share their current research along the common thread of pedagogy. Professor David Hogan from the National Institute of Education, Singapore and Associate Professor Julianne Moss from Deakin University were invited as mentors to respond to papers on this research presented at a University of Queensland Research Symposium. The eight articles of this special issue are the result of this collaborative mentored process and provide an opportunity to showcase early career researcher work.

The authors of this special issue bring a range of diverse contexts and paradigms and support Alexander's (2004) prioritization of children and learning and teaching over curriculum, to bear greater scope for child and teacher agency in education, with various examples of increased agency investigated. Pedagogy is viewed as a continuum informed by a very broad epistemological conception of teaching as both an 'art' (Eisner, 1979) and a 'science' (Simon, 1981). The authors for this Special Issue view the profession of teaching as thinking professionals rather than technicians who follow a script (a mandated curriculum), and so our research explores the practices of teaching and learning through local studies of actual, specific, educational communities. These studies are not shared in some sort of effort to claim 'best practice' - an intrinsically problematic endeavor (Bullough, 2012) - but rather to share rich contextual descriptions, puzzles over educational quandaries, and offer alternative possibilities.

Collectively, these eight papers provide a sample of current research undertaken by The University of Queensland's School of Education early career researchers. They explore contemporary pedagogical concerns in Australian education contexts with a view to igniting further conversations about the art and science of teaching and learning.

Table of Contents

Editorial: Explorations of pedagogy in Australian contexts
- Louise Phillips, Chris Campbell

Incorporating digital technologies into science classes: Two case studies from the field
- Annette Hilton, Geoff Hilton

Pedagogies afforded by new technologies: The introduction of iPods in one secondary school
- Chris Campbell

Investigating 'moments' for student agency through a differentiated music curriculum
- Susan Monk, Martin Mills, Peter Renshaw, David Geelan, Amanda Keddie, Christina Gowlett

Content and Language Integrated Learning (CLIL) pedagogies in Queensland
- Simone Smala

Competing pressures in practice: Teachers' pedagogies and work under complex policy conditions
- Ian Hardy

Developing pedagogies in pre-service teachers to cater for diversity: Challenges and ways forward in initial teacher education
- Carmen Mills

Aligning pedagogy and technology: A case study using clickers in a first-year university education course
- Susan Monk, Chris Campbell, Simone Smala

Child-led tours of Brisbane's Fortitude Valley as public pedagogy
- Louise Gwenneth Phillips, Andrew Hickey


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