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DOI

10.14221/ajte.2013v38n9.3

Abstract

Development of pedagogies within schools that inform adolescent learning has been an ongoing struggle within education systems. A novel approach to this issue was taken by the Non Government Organisation (NGO) 'Evolve’ based in Victoria, Australia, who worked in partnership with disadvantaged secondary schools to develop a multi-faceted curriculum. This curriculum incorporated traditional outdoor learning approaches of residential experiences and expeditionary journeys, alongside school based inquiry projects.

Data collected over three years found that the different educational settings of the program exposed teachers to a range of teaching practices. This exposure combined with the collaborative development of curriculum with Evolve staff broadened the pedagogy used by teachers.

This study indicates that programs collaboratively implemented by schools with external providers can expand the development of teachers’ teaching practice. The process is most effective when external providers work directly with teachers and students collaborating on the development and delivery of the curriculum.

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Link to publisher version (DOI)

10.14221/ajte.2013v38n9.3