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Week 5, CPP 1, 2012
Week 5: Frameworks for Supporting Learning.
Churchill (text) chapter 8.
New South Wales Department of Education and Training (2003) Quality Teaching in NSW public schools; an annotated bibliography. Sydney, NSWDET.
ACT Quality Teaching Curriculum and Assessment practice guide
Shulman, L. 1986, ‘Those who Understand: Knowledge Growth in Teaching’ Educational Researcher 15: 4 , 4‐14 (e-reserve)
Mishra, P., & Koehler, M. J. (2006).
Technological Pedagogical Content Knowledge: A new framework for teacher knowledge
. Teachers College Record. 108(6), 1017‐1054. (e-reserve)
Hayes, D., Mills, M., Christie, P. & Lingard, B. (2006) Teachers and Schooling making a Difference. Crows Nest, Allen & Unwin.
Lingard, B., Hayes, D., Mills, M., & Christie, P. (2003). Leading learning: Making hope practical in schools. Maidenhead: Open University Press.
This weeks we look at the frameworks that are around to support your teaching. We will begin by looking at Shulmans 'Pedagogical Content Knowledge' (PCK) that is an important organising principle in teacher education. Then we'll look a the addition of technology to this, namely Mishra & Koehlers 'Technological Pedagogical Content Knowledge' (TPACK). Building upon these we need to have a quick look at the
, though you looked at them a couple of weeks ago. You will also need to remember how this al articulates for you at this point in a pre-service course, especially in the
professional experience reports
The main focus of this week however is the work that has come to be referred to as 'Quality Teaching' or the 'Quality Teaching Model' (QT or QTM). This work has evolved from work in the USA and then significant work in Queensland known as 'productive pedagogies'. The Hayes et al and Lingard et al books above summarise this work. The Hayes et al is fantastic. For our purposes this work was translated into the NSW QT model and then rebadged as the ACT QT model. To understand this work you MUST read the annotated bibliography and the practice guide above. You will find them on
moodle (due to copyright) there is a folder full of the range of quality teaching documents
under the CPP1 section. You don't need these all now but I have put them there so they are in one spot for future reference.
For you to Investigate
Remember, these tasks are to help focus your own study and reflections. I do not require them to be posted etc, but encourage you to share and discuss them if you wish. I'm also more than happy if you want to integrate your reflections with your other units.
Don't feel compelled to master these ideas just yet. The aim is to introduce the concepts. As you learn more, observe in schools and experiment yourself on professional experience these ideas will start to develop further. Of particular importance is to not try to master QT and plan from a QT framework. You can not, and should not, try to cover it all all of the time. Instead it is a framework to provide a common language so that 'we' can talk about the elements of effective practice that you want to demonstrate over a series of lessons. Consequently, this week I want you to reflect in whatever manner works for you upon how PCK, TPACK & QTM can help you think about teaching your subject. If you are a Grad Dip you might want to also consider your lesson from last weeks tutorial in relation to the QTM.
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