|Title of host publication||Encyclopedia of Teacher Education|
|Editors||Michael A. Peters|
|Place of Publication||Singapore Singapore|
|Number of pages||7|
|Publication status||Published - 2019|
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.
Parr, G., & Bulfin, S. (2019). English teachers and teacher educators in writing-based professional learning communities. In M. A. Peters (Ed.), Encyclopedia of Teacher Education Springer. https://doi.org/10.1007/978-981-13-1179-6_352-1