Contributions to innovative learning and teaching? Effective research-based pedagogy – a response to TLRP’s principles from a European perspective¹

Abstract

Starting from the contribution on the 'ten principles of effective pedagogy' by James and Pollard, we critically reflect on some of the principles and assess whether these principles can be grounded in the wider European research literature that has accumulated internationally. We conclude that these principles can be supported and expressed in the following statements. First, prior knowledge and experience is a springboard for future learning. Secondly, taking students' perceptions into account is crucial when providing activities and structures of intellectual, social and emotional support for learning. Thirdly, autonomous motivation and appropriate workload are essential as driving forces for engagement. Fourthly, engagement is a driving force in establishing a lifelong learning habit. Fifthly, student-centred teaching methods should provide direct instructional guidance to safeguard engagement. Sixthly, striving towards cooperative learning environments and team learning requires psychological safety and group interdependence to establish mutually shared cognition in groups. Seventhly, informal learning and learning climate influence retention of learning by professionals; professionals seems to develop 'learning patterns', and students should be prepared with this in mind. And finally, those who support the learning of others should learn continuously, supported themselves through practicebased inquiry. These statements are underpinned with recent research in this contribution.

Educational Leadership Training, the Construction of Learning Communities. A Systematic Review

“…They exposed how co-responsibility is developed by this instructional leadership practices and this accurately brought shared leadership, encouraged by the Principals. Dochy et al (2011) analyzed the instructional principles for achieving learning communities, and exposed certain obstacles and common barriers that schools must face during this process. This makes us think that the educational reforms sustained in school improvement perspectives imply a shift from the uniqueness in the "technically oriented" Teacher and Principals training programs to a comprehensive model of training in practice, that could impulse authentic professional learning communities in schools, which will involve the recompositing of the dynamics centered in the institutional bureaucracy, towards an instructional model.…”