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

O'Neill, Shirley and Geoghegan, Deborah and Petersen, Shauna (2013) Raising the pedagogical bar: teachers' co-construction of explicit teaching. Improving Schools, 16 (2). pp. 148-158. ISSN 1365-4802

Official URL: http://imp.sagepub.com


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.

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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: © The Author(s) 2013. Published version deposited in accordance with the copyright policy of the publisher.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education
Date Deposited: 05 Jul 2013 04:41
Last Modified: 20 Aug 2014 23:34
Uncontrolled Keywords: classroom dialogue; explicit teaching; knowledge construction; teacher metacognition; social constructivist pedagogy
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
Identification Number or DOI: 10.1177/1365480213493709
URI: http://eprints.usq.edu.au/id/eprint/23659

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