154573 - Teacher professional learning in large teaching places.pdf (761.03 kB)
Teacher professional learning in large teaching spaces: an Australian case study
journal contribution
posted on 2023-05-21, 15:19 authored by Prain, V, Tracey MuirTracey Muir, Lovejoy, V, Farrelly, C, Sherridan EmerySherridan Emery, Thomas, D, Deed, C, Tytler, RWhile researchers broadly agree on what enables and constrains teacher professional learning, reconfigured large teaching spaces potentially create new processes and content for this learning. In this paper we draw on six years of study of teacher adaptation to these settings in 10 schools in regional Australia to identify the nature of, and key influences on, this learning. Our analyses are based on a theoretical framing of relational agency illustrated in two case studies of sustained teacher interventions. We found that teachers’ professional learning (TPL) in these contexts entailed learning new roles, developing new practices, and understanding the warrants for these practices. TPL was enabled by (a) extensive improvisation and intensive collaboration; (b) opportunities for teachers to observe teacher practices in other schools and customise them for their own schools; and (c) extended partnerships between teachers and researchers.
Funding
Australian Research Council
Anglicare Tasmania
Bendigo South East College
Crusoe Secondary 7-10 College
Department of Education and Training Victoria
Eaglehawk Secondary College
Northern Bay P-12 College
Weeroona College Bendigo
History
Publication title
Issues in Educational ResearchVolume
34Issue
4Pagination
1548-1566ISSN
0313-7155Department/School
Faculty of EducationPublisher
Western Australian Institute for Educational Research IncPlace of publication
AustraliaRights statement
Copyright (2022) The Authors. This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License (https://creativecommons.org/licenses/by-nd/4.0/).Repository Status
- Open