This article provides evidence of a new teacher professionalism whereby teachers, acting as collaborative individuals working together, are the key to effectively meeting the needs of diverse student cohorts. Drawing on data from Australian school contexts and the work of researchers from the Leadership Research International team, new professional images of teachers’ work have emerged as the result of a whole-school improvement process – the Innovative Designs for Enhancing Achievements in Schools (IDEAS) process. Such processes facilitate collective engagement enabling teachers to refine and share individual strengths, as well as build capacity in areas of challenge. This reimaging of teachers is related to the concept of three-dimensional pedagogy where teachers weave personal pedagogical beliefs and authoritative pedagogical frameworks with schoolwide pedagogical principles which are known as the school’s schoolwide pedagogy (SWP). A SWP, clearly aligned with the school’s vision for a preferred future, is derived by staff as a sign of their collective commitment to contextualized, high-yield teaching and learning practices. The focus is on meeting the needs of ‘our students’ in ‘our context’ while being sensitive to systemic direction. Teachers lead the process of developing SWP, working with it, refining it and embedding principles into shared pedagogical action. What emerges is the concept of micro-pedagogical deepening, a process of critiquing and defining contextualised practice. Such practices, led by the new teacher professional, are not only changing the professional image of teachers but also the look, feel and sound of educational workplaces.
Balancing the local and global: A review of teaching and learning literature from Colombia
