Framework for Dialogue About Teaching

Framework for Dialogue About Teaching

School Communities Values and Beliefs Teachers' Standards Professional Knowledge and Enquiry Subject Knowledge Understanding Learning & Development

Subject Knowledge

This addresses all aspects of the trainee’s subject knowledge and encompasses:

  • Academic knowledge – knowledge, understanding and skills of the subject.
  • Curriculum knowledge - the relevant Foundation Stage/National Curriculum, National Strategies, frameworks and examination specifications.
  • Pedagogic knowledge - how to teach the subject.

Professional Knowledge and Enquiry

This addresses the ongoing pursuit of improving professional practice and might include consideration of:

  • Research - accounts of research studies and how these can inform practice.
  • Theory - understanding theories of teaching and learning, for example, theories of motivation or identity.
  • Aspirational practice - best practice, including striving towards ideal practice.

School Communities

This addresses the contextualised nature of teaching and learning through considering:

  • School and national policies - how members of the school community interpret national policies and how the values of society impact on the school.
  • Attitudes, expectations and ethos - understanding the ethos of the school and the part that pupils, teachers, governors and parents play in creating this.
  • Working with others - how to work collaboratively with school colleagues, parents and external agencies.

Values and Beliefs

This addresses the complex ways in which underlying values and beliefs influence approaches to teaching and learning with respect to:

  • Trainees – for example, assumptions about expectations according to class or gender.
  • Teachers – for example, assumptions about pupil learning or behaviour.
  • Pupils – for example, assumptions about particular subjects.

Teachers’ Standards

These should be exemplified throughout the framework. Dialogue should consider:

  • Professional values and behaviour- understanding how to be a professional and the requirements of professional behaviour.
  • Teaching- Relationships with children and young people, setting high expectations and motivating learners; pupil progress; Subject and curriculum knowledge and pedagogy; Effective classroom practice ; Diversity and Special Needs; Assessment for learning; Managing behaviour; The wider professional role of the teacher
  • Standards for professional and personal conduct - Professional attributes and suitability to teach

Understanding Learning and Development

This addresses how children learn and develop and encompasses:

  • Theories of learning and development - including understanding the significance of personal, emotional, social, cognitive, linguistic and cultural influences.
  • Progression – helping pupils to broaden and deepen their understanding, including support for individual needs.
  • Assessment - understanding the purposes and application of formative, diagnostic and summative assessment.

Familiarisation Tasks

These tasks are designed to familiarise you with the Framework for Dialogue about Teaching and also to focus on how this can be used in a subject specific way.

  • Talk through a recent lesson in terms of the hexagons
  • Using a blank hexagon put a subject topic in the centre and then detail the questions that it would be appropriate to ask under the various headings.
  • Plan a lesson ensuring that you give consideration to each of the hexagons

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