moss-partnershipsforlearning-2004.pdf (203.75 kB)
Partnerships for learning : an international perspective on the development of inclusive schools
conference contribution
posted on 2004-01-01, 00:00 authored by Julianne MossJulianne Moss, J White, K MooreOne of the most difficult issues faced in school university partnerships is the legitimacy of the collaborative relationship. Getting invited in as a university partner and staying on to support teacher knowledge is challenging. Through an account of a case study set in one large secondary school located in the western suburbs of Victoria, we disentangle the importance of seldom considered barriers that impact on professional learning. Shaping our understanding through a theoretical model where the movement between identity, beliefs and decision and action is identified as 'noticing' (Moss et al. 2004, Mason 2002) we describe the potential of the model in developing a 'pedagogy of hope' (hooks 2003). Noticing, working at the elusive intersections of observation and construction, permits non-linear connections. A 'pedagogy of hope' works for a sustainable learning community- a community for all students, teachers and school leaders.
History
Event
Australian Association for Research in Education. Conference (2004 : Melbourne, Vic.)Pagination
1 - 22Publisher
Australian Association for Research in EducationLocation
Melbourne, Vic.Place of publication
Coldstream, Vic.Start date
2004-11-28End date
2004-12-02ISSN
1324-9339Language
engNotes
MOS04153 : 'Noticing' and professional learningReproduced with the kind permission of the copyright owner.Publication classification
E1.1 Full written paper - refereedCopyright notice
2004, AAREEditor/Contributor(s)
P JeffreyTitle of proceedings
AARE 2004 : Doing the public good : positioning educational research ; Proceedings of the 2004 International Education Research conferenceUsage metrics
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