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Changing teacher professional learning : transitioning from train - the trainer to participatory action research

Cloonan, Anne 2008, Changing teacher professional learning : transitioning from train - the trainer to participatory action research, in AARE 2008 : Changing climates : education for sustainable futures, Australian Association for Research in Education, Coldstream, Vic., pp. 1-21.

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Title Changing teacher professional learning : transitioning from train - the trainer to participatory action research
Author(s) Cloonan, Anne
Conference name Australian Association for Research in Education. Conference (2008 : Brisbane, Qld.)
Conference location Brisbane, Qld.
Conference dates 30 November - 4 December 2008
Title of proceedings AARE 2008 : Changing climates : education for sustainable futures
Editor(s) [Unknown]
Publication date 2008
Conference series Australian Association for Research in Education Conference
Start page 1
End page 21
Publisher Australian Association for Research in Education
Place of publication Coldstream, Vic.
Summary Diffusion-adoption professional learning models which position teachers ascompliant technicians of policy and practices are limited in their long term effects on teacher professionalism. In contrast, co-researching models of professional learning hold the potential to engage teachers and researchers in explorations of mutual concern which impact on professionalism and contribute to development of both theory and practice.

This article describes professional learning within the context of an Australian state department of education during a period of reform. The contextual influences and design of a collaborative, film-driven participatory action research design which explored teacher learning and application of multiliteracies theory are explored. A spiral of cycles of action research incorporated engagentent with multiliteracies theory and collaborative planning; filming of teacher classroom 'action' and reflective interviews; collaborative observation of and reflection on the resultant filmic artefacts.

The filmic artefacts offered rich multimodal examples of teaching practices,
incorporatíng visual, audio, gestural and spatial classroom information, far beyond the purely linguistic recounts and descriptions which characterise many professional development workshops. Incorporation of collaborative filmic research techniques enabled multimodal observation of teaching practices across a number of sites, with observation unrestricted by temporal or physical parameters.
Notes Reproduced with the kind permission of the copyright owner.
ISSN 1324-9339
1324-9320
Language eng
Field of Research 130309 Learning Sciences
HERDC Research category E1 Full written paper - refereed
HERDC collection year 2009
Copyright notice ©2009, AARE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30021433

Document type: Conference Paper
Collections: School of Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.