File(s) under permanent embargo
Leading professional learning in an Australian secondary school through school-university partnerships
As the limitations of one‐off and disconnected professional learning programs for teachers are recognised, there is widespread interest in building learning communities and professional learning teams within schools. When considering how to build local learning communities, school and university partnerships are seen as offering rich possibilities for transformative professional action. Set in the context of the international agenda of “Education For All” (UNESCO, 2005) a model of sustained on‐going professional learning, developed in one large secondary school in Australia, is analysed. The social practices that generate action and participation for partnership members are then scrutinised for the legitimacy of school‐university partnerships and the contribution to enhancing teacher learning.
History
Journal
Asia-Pacific journal of teacher educationVolume
36Issue
4Pagination
345 - 357Publisher
RoutledgeLocation
London, EnglandPublisher DOI
ISSN
1359-866XeISSN
1469-2945Language
engPublication classification
C1.1 Refereed article in a scholarly journalCopyright notice
2008, Taylor & FrancisUsage metrics
Categories
No categories selectedKeywords
Licence
Exports
RefWorks
BibTeX
Ref. manager
Endnote
DataCite
NLM
DC