ABSTRACT
The argument is that pedagogies of the future hinge on the development of a framework for teaching that enables teachers to use their professional knowledge by selecting approaches appropriate to the students in their care. Clearly any pedagogy is based, consciously or sub-consciously, on a view about how people learn best in particular situations. It is on the basis of this view that teachers make decisions about how the teaching will be conducted, including the role of the teacher. One of the major blockages to implementing a framework like the one is the dominant dichotomy between teacher-directed instruction and inquiry. The selection will be informed by teaching principles, which sit atop the framework. The principles being suggested include that the pedagogy will be inclusive, rigorous, personalised, relevant, collaborative and engaging; enable knowledge integration; and promote higher-order thinking and deep understanding.
