Valuing tacit knowledge and clear pedagogy: continuing professional development for teachers

This article reports on a continuing professional development (CPD) programme that was rolled out into approximately 20 primary and secondary schools around Northamptonshire and beyond. The programme aimed to assist teachers in their ability to harness students’ tacit knowledge and use ‘productive pedagogy’ (drama as a learning medium) which they can add to more traditional learning approaches. Productive pedagogy is rich with contemplation, reflection, innovation and experimentation which are distinguished against ‘reproductive pedagogy’ that is typically impulsive based on memorisation and rote skills. Essentially, productive pedagogy is largely derived from the use of experiential learning where experience is combined with explicit meaning-making. The CPD project was premised on it being critical so that the teachers are empowered by appropriate structures to assist in meaningfully scaffolding students’ learning experiences. The results of the project revealed a predominantly positive acceptance by students and teachers although some teachers struggled with how to balance this approach against meeting inspection targets and other outcome-driven imperatives but saw this approach as offering potential to the learning experience. Overall, a process drama model was seen by students and teachers as a way to engage more personally in one's learning across the curriculum.