The school-wide pedagogical framework at an Australian primary school: experiences and perspectives of teachers

Abstract

Teachers play a pivotal role in the implementation of school-based pedagogical reforms. The study reported here explored how participating teachers (n = 54) viewed the pedagogical framework developed at their Australian primary school to improve teaching and learning. Responses to an online survey revealed that teachers understood the pedagogical components of the framework, were confident implementers of the framework, and strongly endorsed its use throughout their school. Strength-based properties were associated with school-wide consistency, increased learning, and the monitoring of student progress while implementation challenges were related to (a) time constraints and teacher performance demands, and (b) catering for the needs of specific student groups. Additionally, a list of improvements was offered, including practical ideas to address the identified challenges and recommendations related to increasing professional flexibility, professional wellbeing, and professional development. While these findings are site specific, they provide directions for further research into pedagogical reforms for school improvement.