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Full-Text Articles in Education
Teacher Professional Learning In A Neoliberal Age: Audit, Professionalism And Identity, Nicole Mockler
Teacher Professional Learning In A Neoliberal Age: Audit, Professionalism And Identity, Nicole Mockler
Australian Journal of Teacher Education
This paper examines the current shape of teacher professional learning, or in-service teacher education, in Australia. Increasingly, teacher professional learning is positioned as both a sure-fire solution to some of the intransigent educational problems of our time, as well as a policy problem in and of itself. In this paper I explore some of the dominant discourses surrounding teacher learning, such as those related to professional standards, teacher professionalism and teacher quality, which regard teacher learning predominantly as about skill acquisition and competency development. I argue that the civil society aspirations of the Melbourne Declaration will better be met by …
Teacher Professional Learning: Learning To Walk And The Nsw Quality Teaching Framework, Steve Wilson, Sarah Powell
Teacher Professional Learning: Learning To Walk And The Nsw Quality Teaching Framework, Steve Wilson, Sarah Powell
Australian Journal of Teacher Education
This paper reports on a research case study, conducted in a school in Western Sydney, Australia, in which teachers worked with researchers and students to create learning experiences that reflected both intellectual quality and significance – two dimensions of the NSW Quality Teaching Framework (QTF). Findings suggest that these dimensions of the QTF were not implemented in a balanced way and this reflected a lack of support for the professional learning of teachers which the researchers could have helped to address, but did not. The paper argues that teachers should be supported by ongoing professional learning in order to sustain …
Working With Science Teachers To Transform The Opportunity Landscape For Regional And Rural Youth: A Qualitative Evaluation Of The Science In Schools Program, Grania R. Sheehan, Jennifer Mosse
Working With Science Teachers To Transform The Opportunity Landscape For Regional And Rural Youth: A Qualitative Evaluation Of The Science In Schools Program, Grania R. Sheehan, Jennifer Mosse
Australian Journal of Teacher Education
This article reports on a qualitative evaluation of the Science in Schools program; a suite of science based activities delivered by staff of a regional university campus and designed to provide professional development for science teachers working in non-metropolitan schools in a socioeconomically disadvantaged region of Australia. The research identified a range of issues including: the influence of socioeconomic disadvantage and rurality on teachers’ professional learning needs, and the importance of subject specific discourse communities and content knowledge for new and out-of-field teachers. Implications for the design and implementation of school-university partnerships are discussed.