Raising the pedagogical bar: teachers' co-construction of explicit teaching

Article


O'Neill, Shirley, Geoghegan, Deborah and Petersen, Shauna. 2013. "Raising the pedagogical bar: teachers' co-construction of explicit teaching." Improving Schools. 16 (2), pp. 148-158. https://doi.org/10.1177/1365480213493709
Article Title

Raising the pedagogical bar: teachers' co-construction of explicit teaching

ERA Journal ID19950
Article CategoryArticle
AuthorsO'Neill, Shirley (Author), Geoghegan, Deborah (Author) and Petersen, Shauna (Author)
Journal TitleImproving Schools
Journal Citation16 (2), pp. 148-158
Number of Pages11
Year2013
Place of PublicationUnited Kingdom
ISSN1365-4802
1475-7583
Digital Object Identifier (DOI)https://doi.org/10.1177/1365480213493709
Web Address (URL)https://journals.sagepub.com/doi/10.1177/1365480213493709
Abstract

Recent shifts in the conceptualization of effective literacy teaching have focused on the need for teachers to make teaching explicit (Edwards-Groves, 2010; Purcell-Gates, Duke, & Martineau, 2007; Rosenshine, 1986) or in Hattie's (2005) terms, learning 'visible'. Research has shown that the analysis of classroom interactive dialogue can provide a sound basis to examine the quality of teaching and learning. For instance, it has been established that the more teachers use the metalanguage relevant to their lesson in their pedagogical talk the more effective students' learning (Louden et al., 2005). This research examines selected approaches to the evaluation of teacher–student/s classroom dialogue and their ability to identify how teachers support and facilitate students' learning and engagement. It reports on 63 teachers' group co-constructions (concept maps) of their understandings of explicit teaching that take into account the role of classroom interactive talk. A mind map is developed to synthesize the resultant concept maps (11) and explore their conceptualization of students' learning and construction of knowledge.

Keywordsclassroom dialogue; explicit teaching; knowledge construction; teacher metacognition; social constructivist pedagogy
ANZSRC Field of Research 2020390307. Teacher education and professional development of educators
390104. English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
390102. Curriculum and pedagogy theory and development
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Byline AffiliationsFaculty of Education
Institution of OriginUniversity of Southern Queensland
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