The role of teacher pedagogy in facilitating strategising and positive dispositions in primary mathematics and music

In this study, I aimed to contribute to the knowledge base regarding teacher pedagogy in the context of future-focused learning and students’ capacities of strategising and positive dispositions in the learning areas of mathematics and music. The varied definitions of teacher pedagogy prompted me to find a pedagogical framework that would enable a detailed investigation of all the mathematics and music pedagogies that I observed. Using the pedagogical framework of Miller and Seller (1990), and Cummins (2009a), I explored three central aspects of teacher pedagogy across the wide pedagogical range. My inductive coding analysis revealed an emergent pedagogy I called transition, which enabled the development of a framework continuum, as demonstrated in Table 2.1. I studied the following three aspects of teacher pedagogy: the role of the teacher; the role of the student; and the type of learning tasks.