The TTRG will be concerned with the forms of teaching practice that work to support students’ development as active and informed members of the communities in which they live, work and socialise. The research group could focus on projects related to the characteristics of good teaching in marginalised communities (including sector and subject specific teaching), the supports teachers need to enhance their pedagogical practices, the types of professional learning communities that support high quality pedagogies and assessment practices and how these communities can be developed, and key curriculum debates, such as those centred on the role of ‘powerful knowledges’ and ‘funds of knowledge’, related to socially just schooling practices.
Potential research problems/questions:
- What does a decolonised curriculum look like?
- What are the characteristics of good teaching in marginalised and culturally and linguistically diverse (CALD) communities?
- What supports do teachers need to enhance their pedagogical practices?
- What forms of professional learning communities support socially just pedagogies? How can they be developed?
- How can curriculum and assessment be implemented equitably with English as an additional language or dialect (EAL/D) students?