2014/2016 – Using pedagogical reasoning to explicate expert teacher practice

Australian Research Council Grant– Discovery project (2014-16)
ID: DP140104025
Funding: $343,000
Researchers: Keast, S., Loughran, J., Panizzon, D. & Mitchell I.
Administering Institution: Monash University
Summary: Teacher Professional Standards and accountability are being used to measure and judge the work of teachers, thus the ability to determine pedagogical expertise is increasingly important. Teacher Standards alone give little information about the teacher reasoning and expertise required to demonstrate them. This ARC Discovery project will research how pedagogical reasoning (PR) can be used to better understand expert teachers’ professional knowledge and to offer richer ways of interpreting and using standards in judging expertise in practice. This project intends to map the PR of expert science teachers whose pedagogy is known to generate deep understandings and high levels of engagement onto the standards and research how to represent the outcomes to provide others with scaffolds and insights into expertise to make the standards meaningful in daily professional practice.
Keast, S., Panizzon, D., Mitchell, I., Loughran, J., Tham, M. & Rutherford, L. (2017). Routes into student engagement as part of the pedagogical reasoning of teachers, Conexão Ciência 12(2). pp. 278-283). Link (685kb) 240240820.