The national mapping of teacher professional learning project : a multi-dimensional space? Doecke, Brenton and Parr, Graham 2011, The national mapping of teacher professional learning project : a multi-dimensional space?, English in Australia, vol. 46, no. 2, pp. 9-19. Attached Files Name Description MIMEType Size Downloads Title The national mapping of teacher professional learning project : a multi-dimensional space? Author(s) Doecke, Brenton Parr, Graham Journal name English in Australia Volume number 46 Issue number 2 Start page 9 End page 19 Total pages 11 Publisher Australian Association for the Teaching of English Inc. Place of publication Melbourne, Vic. Publication date 2011 ISSN 0155-2147 Summary 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 recognized as an important vehicle for education reform by systems, schools and by teachers themselves, most notably the standards-based reforms that have 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 contradiction 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. Language eng Field of Research 130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL) Socio Economic Objective 930501 Education and Training Systems Policies and Development HERDC Research category C1 Refereed article in a scholarly journal HERDC collection year 2011 Copyright notice ©2011, Australian Association for the Teaching of English Inc. Persistent URL http://hdl.handle.net/10536/DRO/DU:30036984 Document type: Journal Article Collection: School of Education   Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Thu, 29 Sep 2011, 15:15:26 EST Thu, 29 Sep 2011, 15:57:35 EST Thu, 06 Oct 2011, 11:05:35 EST Thu, 06 Oct 2011, 11:13:34 EST Thu, 06 Oct 2011, 11:16:31 EST Thu, 06 Oct 2011, 11:17:55 EST Mon, 16 Jun 2014, 18:52:31 EST Tue, 03 Feb 2015, 12:53:00 EST Filtered Full Citation counts:   Cited 13 times in TR Web of Science Cited 11 times in Scopus Search Google Scholar Access Statistics: 278 Abstract Views, 4 File Downloads  -  Detailed Statistics Created: Thu, 29 Sep 2011, 15:14:59 EST by Kylie Koulkoudinas

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