Teacher Professional Learning as a Social Practice: An Australian Case

Autor/inn/en	Nolan, Andrea; Molla, Tebeje
Titel	Teacher Professional Learning as a Social Practice: An Australian Case
Quelle	In: International Studies in Sociology of Education, 27 (2018) 4, S.352-374 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nolan, Andrea) ORCID (Molla, Tebeje)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2017.1321968
Schlagwörter	Foreign Countries; Preschool Teachers; Elementary School Teachers; Faculty Development; Early Childhood Education; Mentors; Aspiration; Teacher Motivation; Collegiality; Learning Experience; Teacher Characteristics; Pedagogical Content Knowledge; Social Capital; Educational Environment; Critical Thinking; Reflective Teaching; Transformative Learning; Australia + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Streben; Kollegialität; Lernerfahrung; Pädagogische Kompetenz; Sozialkapital; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kritisches Denken; Pädagogische Transformation; Australien
Abstract	Framing professional learning as a social practice underscores the interplay between subjective meaning systems and objective conditions of the social space where learning occurs. Drawing on Pierre Bourdieu's theory of social practice, and methodologically guided by critical realism, the paper identifies what constitutes effective teacher professional learning through mentoring. The empirical focus of the paper is an Early Childhood teacher mentoring programme in the state of Victoria, Australia. The findings show that: (a) relevant circumstances that make teacher professional learning a necessity are associated with individual aspirations and systemic requirements; (b) collegial relationships and critical deliberation constitute meaningful learning experiences; and (c) teacher learning takes place in the domains of professional dispositions, pedagogical knowledge and social capital. The implication is that in designing professional development programmes such as mentoring, it is important to take teachers' contexts of practice into account; conceptualise learning as a socially situated practice; and recognise the value of teachers' lived experiences as a locus of deliberation and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01