Every decision made in or about a school is ultimately a pedagogical decision. As Professor Neil Selwyn famously set out, we all act as pedagogical gatekeepers by opening up or locking down the choices that can be made within everyday classroom practices.
Some of these are explicit decisions – a feedback and marking policy, an approach to behaviour, lesson planning or how we organise boards and tables in our classrooms. These all directly influence relationships and interactions between teachers and students (Aubrey-Smith, 2020).
But many decisions contain implicit pedagogy – timetabling of laptop trolleys, whether to use exercise books, or the way our admin systems organise data (Twining et al, 2017).
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