Writing-Based Professional Learning in Communities: Praxis Perspectives from Israel and Australia

Autor/inn/en	Parr, Graham; Aharonian, Nikki; Woodford, Helen
Titel	Writing-Based Professional Learning in Communities: Praxis Perspectives from Israel and Australia
Quelle	In: Pedagogy, Culture and Society, 30 (2022) 4, S.549-566 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parr, Graham) ORCID (Aharonian, Nikki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2020.1825115
Schlagwörter	Communities of Practice; Cross Cultural Studies; Case Studies; Faculty Development; Pedagogical Content Knowledge; Foreign Countries; Standards; Educational Needs; Writing (Composition); Teacher Attitudes; Work Environment; Professional Autonomy; Collegiality; Personal Narratives; Elementary School Teachers; Secondary School Teachers; Israel; Australia + Suchen Sie Ihr Suchwort? Community; Cultural comparison; Kulturvergleich; Case study; Fallstudie; Case Study; Pädagogische Kompetenz; Ausland; Standard; Educational need; Bildungsbedarf; Schreibübung; Lehrerverhalten; Arbeitsmilieu; Berufsfreiheit; Kollegialität; Erlebniserzählung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01