The (In)Visibility of Pedagogical Practices: Illustrations from Three Asian-Pacific Countries

Autor/inn/en	Di Biase, Rhonda; Mesiti, Carmel; Ham, Miriam; Clarke, David
Titel	The (In)Visibility of Pedagogical Practices: Illustrations from Three Asian-Pacific Countries
Quelle	In: Asia Pacific Journal of Education, 43 (2023) 2, S.403-419 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Di Biase, Rhonda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2021.1935214
Schlagwörter	Foreign Countries; Cross Cultural Studies; Language Usage; Educational Practices; Teacher Effectiveness; Teacher Attitudes; Faculty Development; Educational Quality; Naming; Middle School Teachers; Mathematics Teachers; Elementary School Teachers; Maldives; Australia; Nepal + Suchen Sie Ihr Suchwort? Ausland; Cultural comparison; Kulturvergleich; Sprachgebrauch; Bildungspraxis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Quality of education; Bildungsqualität; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Elementary school; Grundschule; Volksschule; Malediven; Australien
Abstract	This paper reports the findings of a meta-synthesis of studies which investigated the ways in which teachers described their pedagogical practices in three different contexts: the Maldives, Australia and Nepal. Each of the studies was focused on making teachers' classroom practices visible in an effort to establish a shared language and understanding of practices relevant to context. We were interested in what teachers say about their teaching practice and the ideas they hold that underpin these acts of teaching. Our analysis, across our respective studies, revealed insights to the questions: how teachers name their practices; how teachers articulate their understanding of these practices; and, how teachers identify priorities for their practice. Insights drawn from our meta-synthesis explore the implications of naming practices and the importance of considering teacher voice in determining visions of effective teaching. What teachers believe and do needs to be taken into account if professional development and reform initiatives are to be enacted in ways that are relevant and sustainable. The findings have implications for improving the quality of education and approaches to teachers' professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01