An examination of the practice of teaching for critical comprehension in a whole school context

This thesis studies the practice of teaching for critical comprehension, which extends from literal to critical understanding of classroom, community and world texts. It views comprehension as core to teachers’ practice. A professional learning program explored ways that an expanded view of comprehension could be embedded in teaching across the curriculum. The study traced the transformation of teachers' practice. Analysis identified that enabling factors for this change lay the interconnected practices of leading, professional learning, and teaching and the identified aspects of teaching practice were seen as markers of the practice of teaching for critical comprehension. The thesis demonstrates ways to embed critical comprehension in practice and offers guidance for educators and leaders.

Grantor dc:publisher

University of South Australia

Year dc:date.issued

2026

Author dc:creator

• Gehling, Kerry

Advisor dc:contributor.advisor

• Caldwell, David

• critical comprehension
• practice architectures
• teaching practice

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/2440/150801

OAI identifier oai:identifier

oai:digital.library.adelaide.edu.au:2440/150801