Prior, R. W., Harris, S. and Carter, A. (2013) A case for valuing tacit knowledge and clear pedagogy: continuing professional development for teachers. Paper presented to: National Drama International Conference 2013: Heathcote Reconsidered, London, UK, 04-07 July 2013. (Unpublished)
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Abstract:
This paper 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 [without contemplation], based on memorisation, imitation [copying from example] and rote skills. Essentially, productive pedagogy is largely derived from the use of experiential learning where experience is combined with explicit meaning-making. It is therefore critical that the teachers choose appropriate structures to assist in meaningfully scaffolding students’ learning experiences. The results of the project revealed a positive acceptance by students and teachers although some teachers struggled with how to balance this approach against meeting inspection targets.
Uncontrolled Keywords:
Productive pedagogy, reproductive pedagogy, drama as a learning medium, continuing professional development, tacit knowledge
Subjects:
Creators:
Prior, R. W., Harris, S. and Carter, A.
Faculties, Divisions and Institutes:
Date:
5 July 2013
Date Type:
Presentation
Event Title:
National Drama International Conference 2013: Heathcote Reconsidered
Event Dates:
04-07 July 2013
Event Location:
London, UK
Event Type:
Conference
Language:
English
Status:
Unpublished
Refereed:
No
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