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Managerialist vis-à-vis learning and development goals for EAL teachers: A case study of an in-service professional development provider

Gurney, Laura and Liyanage, Indika 2015, Managerialist vis-à-vis learning and development goals for EAL teachers: A case study of an in-service professional development provider, International journal of pedagogies and learning, vol. 10, no. 1, pp. 38-46, doi: 10.1080/22040552.2015.1084675.

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Title Managerialist vis-à-vis learning and development goals for EAL teachers: A case study of an in-service professional development provider
Author(s) Gurney, Laura
Liyanage, IndikaORCID iD for Liyanage, Indika orcid.org/0000-0001-6459-4977
Journal name International journal of pedagogies and learning
Volume number 10
Issue number 1
Start page 38
End page 46
Total pages 9
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 2015
ISSN 2204-0552
1833-4105
Keyword(s) Professional development
Managerialism
Teacher learning
Teacher identity
Summary Under current Western neoliberal philosophy, promotion of efficiency and resolution of issues are typically expected to result from effective management. The education sector, too, has responded well to these expectations. Amongst such expectations, engagement in professional development activities (PDAs) by teachers of English as an additional language (EAL) is widely encouraged, considered to be essential, and usually conducted with a view to facilitate effective and effortless administration. As such, institutional offerings of PDAs driven by managerialist agendas generally tend to be ad hoc attempts to facilitate administrative decisions rather than opportunities for teachers’ lifelong learning and development. Under such circumstances, providers of in-service PDAs are faced with a conflicting dilemma – that of facilitating an effortless flow of administration and, at the same time, promoting teacher learning and development. We foreground one case of such dilemma surrounding the offering of PDAs derived as interview data from an experienced provider of in-service PDAs for EAL teachers.
Language eng
DOI 10.1080/22040552.2015.1084675
Field of Research 130313 Teacher Education and Professional Development of Educators
1302 Curriculum And Pedagogy
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2015, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30082074

Document type: Journal Article
Collection: School of Education
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