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Teacher researchers - sustaining professional learning

Kerkham, Lyn and Hutchison, Kirsten 2004, Teacher researchers - sustaining professional learning, English teaching : practice and critique, vol. 3, no. 2, pp. 88-98.

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Title Teacher researchers - sustaining professional learning
Author(s) Kerkham, Lyn
Hutchison, Kirsten
Journal name English teaching : practice and critique
Volume number 3
Issue number 2
Start page 88
End page 98
Publisher University of Waikato, School of Education
Place of publication Hamilton, New Zealand
Publication date 2004-09
ISSN 1175-8708
Keyword(s) Professional learning
professional development
teacher research
literacy pedagogy
teacher knowledge
Summary In this paper we argue for an approach to professional development which supports teachers to engage in sustained intellectual inquiry and to investigate the conditions in their classrooms that might make a difference for students at risk of not succeeding at school. We focus on the work of one primary school teacher involved in the research project Teachers investigate unequal outcomes in literacy: Cross generational perspectives and explore the effects that redesigning her literacy curriculum had on her professional identity and the literacy outcomes for one of the children in her class. We suggest that the principles of building theory and practice, positioning teachers as agentive, and making a space for teachers to bring new – and renewed – professional knowledge to their work are principles of practice that energise and sustain teachers and their day-to-day classroom work. Such principles deserve attention, particularly at a time when teacher quality and professional standards are in the minds of policy makers.
Language eng
Field of Research 130313 Teacher Education and Professional Development of Educators
HERDC Research category C1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30008766

Document type: Journal Article
Collection: School of Social and Cultural Studies in Education
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