DescriptionValues-based teaching: exploring shared beliefs (roundtable)
This roundtable aims to progress the project proposal, currently under development, focusing on exploring values-based teaching with school partners in Dundee. We also hope to welcome colleagues to the working group within the Pedagogies Academic Theme to take this proposed project forward.The project aims to enhance and further develop the educators’ community of practice to have a shared understanding of values-based pedagogy in practice (Carr, 2011; Lovat, 2011; Scharf et al., 2019).
Ideas so far for the project will be discussed, with this feeding into the next iteration of the proposal which will be shared with our three school partners in early 2020.We will also begin to look at the language of educational values and how this is represented in professional standards documentation in education.
It is hoped that, as a result of this roundtable discussion, the plan for how we will implement this project will be developed. We hope to work with teachers and pupils in schools to explore the values that underpin school ethos, mission statements and aims, identifying where there are shared values between school and the School of ESW. While this project is currently being developed for a school audience, it is hoped that it will be able to be replicated with other professional partners, e.g. social work, charities, Educational Psychology, in the future.
It is hoped that this project will develop stronger links between local schools and the School of ESW, laying the groundwork for a professional learning community which will be sustained beyond this project (Mak & Pun, 2015; Owen, 2016; Patton & Parker, 2017; Tam, 2015)) and open up possible future collaborations in the academic theme of pedagogy.
Carr, D. (2011). Values, virtues and professional development in education and teaching. International Journal of Educational Research 50, 171–176.Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research 50, 148–152.Mak, B. & Pun, S. (2015). Cultivating a teacher community of practice for sustainable professional development: beyond planned efforts. Teachers and Teaching 21(1), 4-21.Owen, S. (2016). Professional learning communities: building skills, reinvigorating the passion, and nurturing teacher wellbeing and "flourishing” within significantly innovative schooling contexts. Educational Review, 68(4), 403–419.Patton, K. & Parker, M. (2017). Teacher education communities of practice: More than a culture of collaboration. Teaching and Teacher Education 67, 351 – 360.Scharf, J., Hadjar, A. & Grecu, A. (2019). Applying social production function theory to benefits of schooling: the concept of values of education. British Journal of Sociology of Education, 40, 847 – 867.Tam, A. (2015). The role of a professional learning community in teacher change: a perspective from beliefs and practices. Teachers and Teaching: theory and practice, 21 (1), 22–43.
|Period||13 Dec 2019|
- pedagogy academic theme
- teacher educator
- educational values