Knowing Teaching through Researching and Reflecting on Practice

Henderson, Robyn ORCID: https://orcid.org/0000-0001-7906-766X (2020) Knowing Teaching through Researching and Reflecting on Practice. In: Literacies in Early Childhood: Foundations for Equity and Quality. Oxford University Press, Docklands, Australia, pp. 329-342. ISBN 9780190305147

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Abstract

In the field of literacy teaching, effective teachers are recognised as those who know their students and build and adjust their classroom pedagogies so that students are able to achieve academic and social learning outcomes. This is most important in today’s world, where education is increasingly characterised by discourses of data, accountability and audit, and teaching is often described narrowly in technicist terms. It is through research and critical reflection that teachers come to know teaching and to produce knowledge from an insider position (Cochran-Smith & Lytle, 1993). Such practice positions teachers as learners who develop strong theory-practice links, are producers as well as consumers of research knowledge, and expertly shape their practice to meet students’ learning needs. This chapter presents three cases of early childhood teachers working in schools in rural locations. The cases show three different examples of teachers investigating their practices and thus demonstrating how school and classroom change can occur through researching, reflecting on, and knowing teaching.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: No
Item Status: Live Archive
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 19 Nov 2020 03:51
Last Modified: 04 Jan 2021 00:31
Uncontrolled Keywords: literacies, teachers as researchers, reflective practice, rural education, teaching and learning
Fields of Research (2008): 13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
Fields of Research (2020): 39 EDUCATION > 3901 Curriculum and pedagogy > 390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
Socio-Economic Objectives (2008): 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
URI: http://eprints.usq.edu.au/id/eprint/35739

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