Teacher Professional Learning and Development: Linear Discourses and Complexities of Teacher Learning

Autor/inn/en	Phantharakphong, Phatchara; Liyanage, Indika
Titel	Teacher Professional Learning and Development: Linear Discourses and Complexities of Teacher Learning
Quelle	In: Asia-Pacific Journal of Teacher Education, 50 (2022) 3, S.311-323 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2021.2010276
Schlagwörter	Faculty Development; Correlation; Learning Processes; Value Added Models; Educational Policy; Teacher Attitudes; Learning Experience; College Faculty; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; International Relations; Intellectual Disciplines; Foreign Countries; Political Science; Educational Assessment; Thailand + Suchen Sie Ihr Suchwort? Korrelation; Learning process; Lernprozess; Politics of education; Bildungspolitik; Lehrerverhalten; Lernerfahrung; Fakultät; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Internationale Beziehungen; Geisteswissenschaften; Ausland; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Education; assessment; Bewertungssystem
Abstract	Understanding teacher learning, and relations between that learning and practice, has become a research priority in the quest for quality. Managerial policy discourses that commodify teachers as academic capital encourage institutions to adopt linear models of professional learning and development (PLD) as auditable value-adding, yet this perspective is at odds with conceptualisations of teacher learning as complex, unpredictable, and individually unique. Whilst teacher PLD defies reductionist theorisations guiding its provision and evaluation, government and institutional policies continue to be dominated by rather simplistic linear and outcomes-focussed conceptualisations. Drawing on interview data, this paper explores practitioners' own understandings of lived experiences of learning through formal PLD in settings seemingly dominated by linear discourses of relations between learning and practice. We discuss how teachers understand and (re)negotiate their formal PLD experiences in and through practice amidst relational complexities to offer suggestions for rethinking how teachers and institutions approach, participate in, and learn from formal teacher PLD experiences, and for disrupting the linear discourses that dominate and complicate the complexity and nature of teacher learning and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01