Writing-based professional learning in communities: praxis perspectives from Israel and Australia.
Saved in:
| Title: | Writing-based professional learning in communities: praxis perspectives from Israel and Australia. |
|---|---|
| Authors: | Parr, Graham1 graham.parr@monash.edu, Aharonian, Nikki2, Woodford, Helen1 |
| Source: | Pedagogy, Culture & Society. Aug2022, Vol. 30 Issue 4, p549-566. 18p. |
| Subject Terms: | *Continuing education, *Professional education, *Evaluation, Minorities |
| Reviews & Products: | Professional Development & Institutional Needs (Book) |
| Abstract: | There has long been international consensus amongst policymakers and researchers that schoolteachers need to pursue professional learning throughout their careers. While researchers and educators continue the rich conversation about what forms of professional learning are valuable and why, policymakers are intent on prioritising only those forms of teacher learning whose value can be easily measured, thus rendering teachers more accountable. That is contributing to the widespread standardisation of professional learning, which ignores the backgrounds, needs and existing knowledge of teachers. This transnational case study investigates a non-prioritised form of professional learning praxis, called 'writing-based professional learning in communities.' The authors analyse a selection of praxis writing produced by teachers in Israel and Australia, in which they reflect on their work as educators in heavily standardised professional environments. The study provides a counterpoint to standardised forms of professional learning, arguing instead for a praxis approach that promotes teachers' agency, collegiality and identity. [ABSTRACT FROM AUTHOR] |
| Copyright of Pedagogy, Culture & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | There has long been international consensus amongst policymakers and researchers that schoolteachers need to pursue professional learning throughout their careers. While researchers and educators continue the rich conversation about what forms of professional learning are valuable and why, policymakers are intent on prioritising only those forms of teacher learning whose value can be easily measured, thus rendering teachers more accountable. That is contributing to the widespread standardisation of professional learning, which ignores the backgrounds, needs and existing knowledge of teachers. This transnational case study investigates a non-prioritised form of professional learning praxis, called 'writing-based professional learning in communities.' The authors analyse a selection of praxis writing produced by teachers in Israel and Australia, in which they reflect on their work as educators in heavily standardised professional environments. The study provides a counterpoint to standardised forms of professional learning, arguing instead for a praxis approach that promotes teachers' agency, collegiality and identity. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 14681366 |
| DOI: | 10.1080/14681366.2020.1825115 |
