About the authors x
Part 1 The teaching profession 1
Chapter 1 Introducing teaching as a profession 2
Introduction 4
1.1 Teaching in the twenty-first century 6
1.2 Developing your teacher identity 15
1.3 Pedagogy 19
1.4 Reflective practice 26
1.5 Doing teachers’ work to trouble whiteness 27
1.6 Datafication and the datafied teacher 27
Summary 32
Key terms 32
From theory to practice 33
Websites 33
References 34
Acknowledgements 36
Chapter 2 Historical insights into teaching 39
Introduction 41
2.1 A critical perspective and transformative teaching 42
2.2 Social, political, economic and cultural factors shaping education 43
2.3 Discourses of education 50
2.4 Pedagogy, curriculum, classroom management and technologies 54
2.5 Teachers’ work, teachers’ lives, teachers’ identities 64
Summary 68
Key terms 68
From theory to practice 69
Websites 70
References 70
Acknowledgements 72
Part 2 Understanding learning and learners 73
Chapter 3 Student learning 74
Introduction 75
3.1 Domains of learning 76
3.2 New insights into learning 84
3.3 Enhancing learning 94
Summary 101
Key terms 101
From theory to practice 103
Websites 103
References 104
Acknowledgements 106
Chapter 4 Understanding and motivating students 107
Introduction 109
4.1 Understanding students 109
4.2 Motivating students 115
4.3 Motivation to learn 121
4.4 Engaging motivation and learning in the twenty-first century 125
Summary 130
Key terms 130
From theory to practice 131
Websites 132
References 132
Acknowledgements 135
Chapter 5 Learner diversity, pedagogy and educational equity 137
Introduction 139
5.1 Understanding diversity and difference 140
5.2 Professional knowledge and educational equity 149
5.3 Teaching all students 157
5.4 Planning multilevel curriculum and inquiry 161
5.5 How equity works in practice 164
5.6 Understanding the needs of Aboriginal and Torres Strait Islander students 171
Summary 175
Key terms 175
From theory to practice 176
Websites 176
References 176
Acknowledgements 180
Part 3 Preparation, practice and process 183
Chapter 6 The curriculum 184
Introduction 185
6.1 Exploring notions of curriculum 186
6.2 Curriculum as cultural construction 192
6.3 Models of curriculum 194
6.4 The hidden curriculum 198
6.5 Teachers as curriculum workers 199
6.6 Curriculum as praxis 201
Summary 204
Key terms 204
From theory to practice 204
Websites 205
References 205
Acknowledgements 206
Chapter 7 Planning for practice: connecting curriculum, assessment and pedagogy 207
Introduction 209
7.1 Curriculum, pedagogy, assessment 210
7.2 Layers of curriculum planning: macro to micro 213
7.3 Some guiding principles for planning 217
7.4 Planning at the micro-level: individual lesson plans 220
7.5 Planning a unit of work: a sequence of lessons 225
7.6 Inquiry-based pedagogy 231
7.7 Planning to differentiate the learning for student diversity 233
Summary 238
Key terms 238
From theory to practice 240
Websites 241
References 241
Acknowledgements 244
Chapter 8 Pedagogy: the agency that connects teaching with learning 245
Introduction 246
8.1 Connectedness: knowing yourself 247
8.2 Pedagogies of practice 250
8.3 Pedagogy: learning places and spaces 256
8.4 Collaborative pedagogy: establishing the classroom culture 260
8.5 Dialogic pedagogy 265
8.6 Dispositional thinking pedagogy 270
Summary 274
Key terms 274
From theory to practice 275
Websites 275
References 276
Acknowledgements 279
Chapter 9 Organising the learning environment 281
Introduction 283
9.1 Creating effective classroom learning environments 283
9.2 A model for organising the learning environment 286
9.3 Sociocultural principles 287
9.4 Challenge and engagement 298
9.5 Tools and issues 301
Summary 304
Key terms 304
From theory to practice 304
Websites 305
References 305
Acknowledgements 307
Chapter 10 Digital technologies for teaching and learning 309
Introduction 310
10.1 The role of digital technologies in education 311
10.2 Assumptions about digital technologies in education 315
10.3 Digital technologies in and across the curriculum 320
10.4 Planning for teaching and learning with digital technologies 324
Summary 333
Key terms 333
From theory to practice 333
Websites 334
References 334
Acknowledgements 335
Chapter 11 Interactive student engagement and management 337
Introduction 339
11.1 Establishing an effective learning environment 341
11.2 Planning for student engagement and management 348
11.3 Strategies and skills to effectively engage and manage students 356
11.4 Reflecting on your management 371
Summary 382
Key terms 382
From theory to practice 382
Websites 384
References 385
Acknowledgements 385
Chapter 12 Assessment and what matters: feedback, reporting and fairness 387
Introduction 389
12.1 Assessment in learning and assessment audiences 391
12.2 Assessment concepts and terminology 402
12.3 Assessment design, strategies and techniques 413
12.4 Assessment feedback 425
12.5 Monitoring and recordkeeping 427
12.6 Reporting on student learning 430
12.7 Assessment and reporting: future challenges and dilemmas 432
Summary 437
Key terms 437
From theory to practice 438
Websites 439
References 439
Acknowledgements 443
Part 4 Effectiveness, professionalism and the future 445
Chapter 13 Reflective practice 446
Introduction 447
13.1 Reflecting on reflection: beyond the gaze 448
13.2 Thinking differently about thinking 449
13.3 Mobilising reflection 451
13.4 Autobiographical reflection 454
13.5 Critically reflective practice 456
13.6 Technologies of reflection 457
13.7 Reflexivity and teaching: beyond the self 461
13.8 Teachers as critically reflective practitioners 463
Summary 465
Key terms 465
From theory to practice 465
Websites 466
References 466
Acknowledgements 468
Chapter 14 Theorising about teaching practice 469
Introduction 470
14.1 Tacit knowledge 472
14.2 A teacher’s practical theory 475
14.3 Components of a teacher’s practical theory 477
14.4 Images and metaphors 482
14.5 Contextual variables 482
14.6 Novice to expert 483
14.7 Process of critical reflection 487
14.8 Investigating your own practical theories 494
Summary 501
Key terms 501
From theory to practice 502
Websites 503
References 504
Acknowledgements 506
Chapter 15 Professional, ethical and legal issues for teachers 507
Introduction 509
15.1 The nature of teachers’ work 510
15.2 Teachers’ thinking about their work 512
15.3 Professionalism and accreditation 515
15.4 Ethical frameworks and codes of conduct for teachers 519
15.5 Teachers and the law 523
15.6 Professional learning for your career 529
Summary 535
Key terms 535
From theory to practice 536
Websites 536
References 536
Legal authorities 538
Acknowledgements 538
Chapter 16 The future of teaching: schooling, equity and social change 539
Introduction 540
16.1 The purposes of schooling 541
16.2 Equity: a mandate of schooling 543
16.3 Contemporary teacher practice: realities and constraints 545
16.4 The broader social change context 549
16.5 Teachers making a difference 552
16.6 Supporting equity and justice: a whole-school approach 557
Summary 561
Key terms 561
From theory to practice 562
Websites 562
References 563
Acknowledgements 564
Index 565
