Understanding teachers’ pedagogical choice: a sociological framework combining the work of Bourdieu and Giddens
Understanding teachers’ pedagogical choice provides a new insight into the influences on student achievement. This paper presents a sociological framework developed from the work of Pierre Bourdieu and Anthony Giddens that identify the complex social interactions which surround
teacher’s work. The framework examines teachers’ potential to act knowledgeably and intentionally and how this action also leads to unintended consequences of those actions. This is important, as both the intentional action and the associated unintended consequences affect the
teacher’s classroom practice and the learning of students. Application of the framework to examine the influences on teachers’ pedagogical choice is presented through two school case studies from Victoria, Australia. The environment that encourages teachers to actively review their
teaching practice is revealed. It was through reflective collaborative discussions that teachers reviewed their current classroom practices and trial or implement different pedagogies to enhance the learning of young people in their classrooms.
Keywords: Bourdieu; Giddens; adolescent learning; pedagogy; teacher’s work
Document Type: Research Article
Affiliations: College of Education, Victoria University, Melbourne, Australia
Publication date: 20 October 2014
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