This research has taken place at a time when governments in Australia, like governments throughout the Western world, have given higher priority to funding teachers’ professional learning. This support for teachers’ learning tends to be informed by standards-based ‘reforms’ of schooling, underpinned by narrowly individualistic paradigms of teacher knowledge and enacted in managerial models of professional development. The effectiveness of this ‘PD’ for individual teachers tends to be measured in rigid accountability regimes. My study is a conceptual, grounded and reflexive inquiry into teachers’ professional learning in Victoria, Australia. Central to the study is a multi-levelled account of a small group of English-literature teachers at Eastern Girls’ College, in Melbourne, Australia, learning about literary theory over a period of fourteen months. These teachers operate within an institutional setting in which they are certainly expected to be accountable in managerial terms, and yet they can be seen negotiating a very different paradigm of professional learning. In my account of their learning in this study, I develop a model of inquiry-based professional learning that offers a richly dialogic alternative to narrowly individualistic paradigms of professional knowledge and professional development.
| Identifer | oai:union.ndltd.org:ADTP/245515 |
| Creators | Parr, Graham Bruce |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
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