Pedagogical reform and classroom reality: how teachers view teaching and discipline

Paper


Fields, Barry A.. 2006. "Pedagogical reform and classroom reality: how teachers view teaching and discipline." Jeffery, Peter L. (ed.) International Conference of the Australian Association for Research in Education (AARE 2005): Creative Dissent: Constructive Solutions. Sydney, Australia 27 Nov - 01 Dec 2005 Melbourne, Australia.
Paper/Presentation Title

Pedagogical reform and classroom reality: how teachers view teaching and discipline

Presentation TypePaper
Authors
AuthorFields, Barry A.
EditorsJeffery, Peter L.
Journal or Proceedings TitleProceedings of the International Conference of the Australian Association for Research in Education (AARE 2005)
ERA Conference ID50546
Number of Pages14
Year2006
Place of PublicationMelbourne, Australia
Web Address (URL) of Paperhttp://www.aare.edu.au/05pap/fie05291.pdf
Conference/EventInternational Conference of the Australian Association for Research in Education (AARE 2005): Creative Dissent: Constructive Solutions
International Conference of the Australian Association for Research in Education
Event Details
International Conference of the Australian Association for Research in Education (AARE 2005): Creative Dissent: Constructive Solutions
Event Date
27 Nov 2005 to end of 01 Dec 2005
Event Location
Sydney, Australia
Event Details
International Conference of the Australian Association for Research in Education
Abstract

Over the past decade Queensland schools and school curriculum have been the subject of considerable policy development and reform. The most notable of these has been the adoption and widespread acceptance of the Productive Pedagogies (Gore, Griffiths & Ladwig, 2001), teaching principles and practices which are used to guide curriculum design and classroom teaching. The Productive Pedagogies draw teachers and students into a new relationship of shared participation in the teaching-learning process. This relationship has implications for how teachers interact with students in other ways, including the day-to-day task of behaviour management. The research reported in this paper looks at the dual teacher responsibilities of teaching and discipline with the focus on the extent to which the two are aligned in primary school classrooms. The research reported here extends an earlier exploratory study of the alignment of teachers and student teachers views on teaching and behaviour management

Keywordsinclusive education; special education; productive pedagogies; behavious management; primary school
ANZSRC Field of Research 2020520102. Educational psychology
390102. Curriculum and pedagogy theory and development
390304. Primary education
Public Notes

Paper is copyright © by the individual author or authors and may not be reproduced without permission of the author or authors.

Byline AffiliationsFaculty of Education
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