English teachers and teacher educators in writing-based professional learning communities

Research output: Chapter in Book/Report/Conference proceedingEncyclopaedia / Dictionary EntryOtherpeer-review

Abstract

There is now a strong consensus in the research literature that educators (both school-based and university-based) should pursue collaborative professional learning throughout their careers. This “lifelong learning,” as it is sometimes referred to, is considered essential if the educators are to successfully respond to changes in knowl- edge and policy and to continually develop their professional identities. Policymakers have responded to this research by imposing a range of carefully interconnected standards-based reforms – with mixed implications. In Australia, for instance, policy has sought to coerce educators to engage in professional learning through various standards-based compliance require- ments. Moreover, they have constructed stan- dards-based accountability regimes to measure the impact of educators’ professional learning soon after it is experienced. Yet the literature suggests that many benefits of professional learn- ing emerge slowly over time, most professional learning does not occur in a simple cause-and- effect relationship with improvements in student learning outcomes, and professional learning often involves identity development that eludes quantitative measurement.
Original languageEnglish
Title of host publicationEncyclopedia of Teacher Education
EditorsMichael A. Peters
Place of PublicationSingapore Singapore
PublisherSpringer
Number of pages7
ISBN (Electronic)9789811311796
DOIs
Publication statusPublished - 2019

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