Three-Dimensional Pedagogy: A New Professionalism in Educational Contexts

Autor/inn/en	Andrews, Dorothy; Abawi, Lindy
Titel	Three-Dimensional Pedagogy: A New Professionalism in Educational Contexts
Quelle	In: Improving Schools, 20 (2017) 1, S.76-94 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/1365480216652025
Schlagwörter	Foreign Countries; Professionalism; Educational Improvement; Teachers; Educational Change; Teacher Collaboration; Instruction; Educational Principles; Qualitative Research; Case Studies; Public Schools; Catholic Schools; Australia + Suchen Sie Ihr Suchwort? Ausland; Professionalität; Teaching improvement; Unterrichtsentwicklung; Lehrer; Lehrerin; Lehrende; Bildungsreform; Lehrerkooperation; Teaching process; Unterrichtsprozess; Bildungsprinzip; Qualitative Forschung; Case study; Fallstudie; Case Study; Public school; Öffentliche Schule; Katholische Schule; Australien
Abstract	This article provides evidence of a new teacher professionalism whereby teachers, acting as collaborative individuals working together, are the key to effectively meeting the needs of diverse student cohorts. Drawing on data from Australian school contexts and the work of researchers from the Leadership Research International team, new professional images of teachers' work have emerged as the result of a whole-school improvement process--the Innovative Designs for Enhancing Achievements in Schools (IDEAS) process. Such processes facilitate collective engagement enabling teachers to refine and share individual strengths, as well as build capacity in areas of challenge. This reimaging of teachers is related to the concept of three-dimensional pedagogy where teachers weave personal pedagogical beliefs and authoritative pedagogical frameworks with schoolwide pedagogical principles which are known as the school's schoolwide pedagogy (SWP). A SWP, clearly aligned with the school's vision for a preferred future, is derived by staff as a sign of their collective commitment to contextualized, high-yield teaching and learning practices. The focus is on meeting the needs of "our students" in "our context" while being sensitive to systemic direction. Teachers lead the process of developing SWP, working with it, refining it and embedding principles into shared pedagogical action. What emerges is the concept of micro-pedagogical deepening, a process of critiquing and defining contextualised practice. Such practices, led by the new teacher professional, are not only changing the professional image of teachers but also the look, feel and sound of educational workplaces. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01