TY - JOUR
T1 - Professional learning and the unfinalizable: English educators writing and telling stories together
AU - Parr, Graham Bruce
AU - Bulfin, Scott Anthony
PY - 2015
Y1 - 2015
N2 - Standards-based education reforms and intensified accountability regimes are
now a feature of most countries agendas to improve the quality of their teaching
workforces. One of the direct consequences of these reforms is a requirement
that teachers demonstrate their ongoing participation in forms of professional
development or professional learning throughout their careers. Along with this,
there has been a narrowing of what is acknowledged by standards-based
accountability regimes as discipline-based professional knowledge and `valuable
professional development. This essay is a dialogic, reflexive account of a professional
learning and writing project for English teachers and teacher educators in
Australia, begun in 2013, called the stella2.0 project. The project builds on the
groundbreaking work of the STELLA project in Australia from the turn of the
century, and some other models of teacher writing projects across the world.
Drawing on Cavarero, we critically scrutinize writing and storytelling in the dialogic
professional community of the stella2.0 project, and in the process `speak
back to standards-based reform policies that undermine English educators
agency and professionalism.
AB - Standards-based education reforms and intensified accountability regimes are
now a feature of most countries agendas to improve the quality of their teaching
workforces. One of the direct consequences of these reforms is a requirement
that teachers demonstrate their ongoing participation in forms of professional
development or professional learning throughout their careers. Along with this,
there has been a narrowing of what is acknowledged by standards-based
accountability regimes as discipline-based professional knowledge and `valuable
professional development. This essay is a dialogic, reflexive account of a professional
learning and writing project for English teachers and teacher educators in
Australia, begun in 2013, called the stella2.0 project. The project builds on the
groundbreaking work of the STELLA project in Australia from the turn of the
century, and some other models of teacher writing projects across the world.
Drawing on Cavarero, we critically scrutinize writing and storytelling in the dialogic
professional community of the stella2.0 project, and in the process `speak
back to standards-based reform policies that undermine English educators
agency and professionalism.
UR - http://goo.gl/JLv83N
U2 - 10.1080/1358684X.2015.1026186
DO - 10.1080/1358684X.2015.1026186
M3 - Article
VL - 22
SP - 157
EP - 175
JO - Changing English
JF - Changing English
SN - 1358-684X
IS - 2
ER -