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Caldwell, David Gehling, Kerry 2026-01-29 https://hdl.handle.net/2440/150801 257 pages 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. Thesis (PhD (Education) Curriculum, Education Studies)(DUCIER) -- University of South Australia, UniSA Education Futures, 2026 en University of South Australia critical comprehension practice architectures teaching practice An examination of the practice of teaching for critical comprehension in a whole school context Thesis This electronic version is made publicly available by the University of South Australia in accordance with its open access policy for student theses. Copyright in this thesis remains with the author. This thesis may incorporate third party material which has been used by the author pursuant to Fair Dealing exceptions. If you are the owner of any included third party copyright material you wish to be removed from this electronic version, please notify the University copyright officer by emailing copyright@adelaide.edu.auopen.access