Contextualizing pedagogy

There is a gap between research on pedagogy, policies aimed at shifting pedagogical approaches, and actual teacher practices. Most research and reform efforts do not address the socially influenced aspects of pedagogy— the invisible pedagogical mindsets (IPMs) —and are often detached from problems relevant to local policymakers and teachers. The SPARKS project aims to change that.

On September 3, 2024, the Center for Universal Education at Brookings hosted a panel discussion  to launch the SPARKS Working Papers. The three papers serve as references and conversation starters for policymakers, researchers, and educators as they navigate pedagogical reform for education system transformation in their local contexts. Together, the three working papers emphasize the need for more locally driven collaborative research on how the interaction of culture, local education ecosystems, and learning theories—the IPMs—influences teachers’ pedagogical choices in the classroom. 

1. Working Paper I explores what different definitions of “pedagogy” promote, emphasizes the importance of Invisible Pedagogical Mindsets for pedagogical reforms, and sets the stage for Working Papers II and III.
2. Working Paper II explains why it is important to examine Invisible Pedagogical Mindsets to inform local pedagogical reform agendas. Specifically, it outlines the challenges of a “best practices” approach, as seen with the generalized implementation of student-centered pedagogies.
3. Working Paper III details how collaborative research methodologies can help ensure pedagogical research considers Invisible Pedagogical Mindsets and responds to local contexts. 

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