The National Mapping of Teacher Professional Learning Project: A Multi-Dimensional Space?

Autor/inn/en	Doecke, Brenton; Parr, Graham
Titel	The National Mapping of Teacher Professional Learning Project: A Multi-Dimensional Space?
Quelle	In: English in Australia, 46 (2011) 2, S.9-19 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-2147
Schlagwörter	Foreign Countries; English Teachers; Faculty Development; Educational Change; Educational Policy; Educational Practices; Australia + Suchen Sie Ihr Suchwort? Ausland; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Bildungsreform; Politics of education; Bildungspolitik; Bildungspraxis; Australien
Abstract	This essay focuses on the "National Mapping of Teacher Professional Learning" (2008), a report that we co-authored along with a number of other researchers on the basis of extensive surveys and interviews relating to the policies and practices of teacher professional learning in Australia. The report is an update of an earlier survey conducted by David McRae and others, entitled PD 2000, and it registers significant changes in attitudes and practices relating to professional learning across Australia in the intervening period. Perhaps the most significant development is the way professional learning is now recognised as an important vehicle for educational reform by systems, schools and by teachers themselves, most notably the standards-based reforms that have had such a decisive effect on the policy landscape here in Australia and in other countries. The work of the AATE in developing the Standards for Teachers of English Language and Literacy (STELLA) is mentioned in the report. It was acknowledged that STELLA provides a generative framework for professional learning, sometimes in contradistinction to more managerial approaches. The question remains, however, of how English teachers as a professional community might locate themselves within the policy landscape described in this report. This essay is an attempt to promote this kind of discussion and to argue the distinctive nature of the standpoint that English teachers might bring to thinking about and planning for professional learning and practitioner inquiry. (As Provided).
Anmerkungen	Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail: aate@aate.org.au; Web site: http://www.aate.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10