Exploring the Classroom Practice of Productive Pedagogies of the Malaysian Secondary School Geography Teacher

Abstract

The productive pedagogies as a framework to enhance teaching and learning outcomes were developed by Lingard et al. (2001) consisted of four main dimensions – intellectual quality, connectedness, supportive classroom environment, and working with and valuing differences. This study is to investigate the productive pedagogical practices among geography teachers in the selected Malaysian secondary schools. The objective is to develop a framework of productive pedagogies that might enhance the quality of teaching in the classroom. A fundamental element of this study is its emphasis on classroom practices through the application of an observation technique that incorporate the standards of authentic. This exploratory study employed the qualitative approach and conducted a series of video recording on teaching and learning processes in the classroom of nine teachers. The observation checklist was used to collect the data for this study. The data was analyzed and the results of the analysis showed that the competency level is under par excellent from the established criteria of the productive pedagogies practices.