An Initial Foray into the Productive Pedagogies Practices of an English language Program: Realities

Abstract

This study presents the initial findings of the use of productive pedagogies in the teaching and learning processes of six English Language Teaching classes at the Graduate School of a higher education institution in the Philippines. It is a descriptive study exploring firstly the dimensions of (a) Intellectual quality; (b) Supportive classroom; (c) Recognition of difference; and (d) Connectedness using a questionnaire. Secondly, the researchers compared the results of the above perceptions against the actual video recordings and the written transcripts if the productive pedagogies are actually practiced. Findings show that participants felt that all the dimensions were demonstrated in the teaching. However, video recordings and transcripts show that there were features which were not practiced and/or weak. As a teacher-training institution, using this framework will enrich the teaching-learning repertoire of teachers.