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.

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Title The national mapping of teacher professional learning project : a multi-dimensional space?
Author(s) Doecke, BrentonORCID iD for 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.
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School of Education
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