Northampton Electronic Collection of Theses and Research

Valuing tacit knowledge and clear pedagogy: continuing professional development for teachers

Prior, R. W., Harris, S. and Carter, A. (2014) Valuing tacit knowledge and clear pedagogy: continuing professional development for teachers. Drama Research. 5(1), pp. 1-20. 2040-2228.

Item Type: Article
Abstract: This article reports on a continuing professional development (CPD) programme that was rolled out into approximately 20 primary and secondary schools around Northamptonshire and beyond. The programme aimed to assist teachers in their ability to harness students’ tacit knowledge and use ‘productive pedagogy’ (drama as a learning medium) which they can add to more traditional learning approaches. Productive pedagogy is rich with contemplation, reflection, innovation and experimentation which are distinguished against ‘reproductive pedagogy’ that is typically impulsive based on memorisation and rote skills. Essentially, productive pedagogy is largely derived from the use of experiential learning where experience is combined with explicit meaning-making. The CPD project was premised on it being critical so that the teachers are empowered by appropriate structures to assist in meaningfully scaffolding students’ learning experiences. The results of the project revealed a predominantly positive acceptance by students and teachers although some teachers struggled with how to balance this approach against meeting inspection targets and other outcome-driven imperatives but saw this approach as offering potential to the learning experience. Overall, a process drama model was seen by students and teachers as a way to engage more personally in one's learning across the curriculum.
Uncontrolled Keywords: Productive pedagogy, reproductive pedagogy, drama as a learning medium, continuing professional development, tacit knowledge
Subjects: P Language and Literature > PN Literature (General) > PN3171 Drama in education
L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators
Creators: Prior, Ross W, Harris, Sally and Carter, Anna
Publisher: National Drama Publications
Northamptonshire and East Midlands: Education, Training and Skills
Faculties, Divisions and Institutes: Faculties > Faculty of Arts, Science & Technology > Journalism, Media & Performance
Date: 1 April 2014
Date Type: Publication
Page Range: pp. 1-20
Journal or Publication Title: Drama Research
Volume: 5
Number: 1
Language: English
ISSN: 2040-2228
Status: Published / Disseminated
Refereed: Yes
Related URLs:
References: Bolton, G. (2003), Dorothy Heathcote’s Story: biography of a remarkable drama teacher. Stoke on Trent: Trentham Books. Dewey, John (1968 [1916]), Democracy and Education. New York: The Free Press. Heathcote, D. and Bolton, G. (1995), Drama for Learning. Portsmouth, NH: Heinemann. Heathcote, D. (2002), Contexts for Active learning - Four models to forge links between schooling and society. Presented at the NATD conference, 2002. Prior, R.W. (2009), ‘Contextual Dimensions of Drama in Education: A Case for Valuing Tacit Knowledge and Clear Pedagogy’, in N. Govas [ed.] Theatre & Education at Centre Stage. Athens: Hellenic Theatre/Drama & Education Newtwork, pp. 259–267. Polanyi, Michael (1983 [1966]), The Tacit Dimension. Gloucester, Mass: Peter Smith. [Reprint, originally printed by Doubleday]. Wagner, B. J. (1980), Dorothy Heathcote: drama as a learning medium. London: Hutchinson & Co. Wrightson, B. (1983), Mary Wollanstonecraft Shelley’s Frankenstein with pictures by Berni Wrightson, Marvel Comics Group: New York.

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