Literaturnachweis - Detailanzeige
Autor/inn/en | Parr, Graham; Aharonian, Nikki; Woodford, Helen |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |