Cultures of collaboration as a driving force for innovative pedagogical change: a practitioner’s pilot study

Year: 2021

Author: Creenaune, Lucinda

Type of paper: Individual Paper

Abstract:
Teaching is at a crossroads. As we all grapple with far-reaching and confronting shifts in our local and global socio-political and environmental landscapes, it is a crucial time to revise what a ‘good education’ could or should give young people. Expansive and ambitious new pedagogies destabilise embedded educational priorities, questioning which learning dispositions truly make a difference to our lives, and how the process of learning can better connect to the core motivations of young people. Deep learning has emerged as a pedagogical approach in which knowledge is discovered, created, and used in the world by young learners. Flexible learning partnerships drive this learning process and technology use is ubiquitous. Deep learning pedagogies reposition the role of teachers and transform their engagement as an activator, culture builder and collaborator.Deep learning pedagogies demand teachers reconceptualise collaboration as a driving force in their practice. To actualise this pedagogical shift there is an urgent need for teachers to collaborate in progressive and unfamiliar ways. This project will act as a pilot study in the context of an independent, co-educational, metropolitan school, from the perspective of a practising classroom teacher. Following a clinical model of teaching, this project will articulate the specific school conditions that foster authentic collaboration. Importantly, this project will also interrogate structural barriers that thwart collaboration between educators. Ultimately, this project seeks to add to the research base of deep pedagogies in practise and give a platform for teacher voice and classroom experience.

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