Professional learning that matters: A whole school approach

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

An enduring issue associated with educational change is related to the tension between the individualism of teaching and the social nature of learning. That tension exists in two ways for teachers. The first is that the development of pedagogical expertise is typically viewed as an outcome of learning from experience about classroom teaching. Generally, that learning is from reflection on experiences in which the ‘data’ from trialling and experimenting with practice is developed, collected and analysed by the individual teacher in relation to their own work. Inevitably then, it can be difficult to reframe (Schön, 1983) situations beyond the individual teacher’s perspective.
Original languageEnglish
Title of host publicationQuality learning
Subtitle of host publicationTeachers changing their practice
EditorsKathy Smith, John Loughran
Place of PublicationRotterdam, The Netherlands
PublisherSense Publishers
Chapter14
Pages151-157
Number of pages7
ISBN (Electronic)9789463009140
ISBN (Print)9789463009126, 9789463009133
Publication statusPublished - 2017

Publication series

NameProfessional Learning
PublisherBrill - Sense
Volume22
ISSN (Print)2542-9450
ISSN (Electronic)2542-9469

Cite this