Professional learning that matters: A whole school approach

John Loughran

doi:10.1007/978-94-6300-914-0_14

Professional learning that matters: A whole school approach

John Loughran

Faculty of Education

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-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 language	English
Title of host publication	Quality learning
Subtitle of host publication	Teachers changing their practice
Editors	Kathy Smith, John Loughran
Place of Publication	Rotterdam, The Netherlands
Publisher	Sense Publishers
Chapter	14
Pages	151-157
Number of pages	7
ISBN (Electronic)	9789463009140
ISBN (Print)	9789463009126, 9789463009133
DOIs	https://doi.org/10.1007/978-94-6300-914-0_14
Publication status	Published - 2017

Publication series

Name	Professional Learning
Publisher	Brill - Sense
Volume	22
ISSN (Print)	2542-9450
ISSN (Electronic)	2542-9469

Access to Document

10.1007/978-94-6300-914-0_14

1 Edited Book
1 Chapter (Book)

Conditions for learning: Building and sharing teacher professional knowledge
Smith, K., 2017, Quality Learning: Teachers Changing their Practice. Smith, K. & Loughran, J. (eds.). Rotterdam, The Netherlands: Sense Publishers, Vol. 22. p. 29-38 10 p. (Professional Learning; vol. 22).
Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review
Quality learning: Teachers changing their practice
Smith, K. (Editor) & Loughran, J. (Editor), Feb 2017, Rotterdam, The Netherlands: Sense Publishers. 170 p. (Professional Learning; vol. 22)
Research output: Book/Report › Edited Book › peer-review

Cite this

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title = "Professional learning that matters: A whole school approach",

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 {\textquoteleft}data{\textquoteright} 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 (Sch{\"o}n, 1983) situations beyond the individual teacher{\textquoteright}s perspective.",

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Professional learning that matters: A whole school approach. / Loughran, John.
Quality learning: Teachers changing their practice. ed. / Kathy Smith; John Loughran. Rotterdam, The Netherlands: Sense Publishers, 2017. p. 151-157 (Professional Learning; Vol. 22).

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review

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Professional learning that matters: A whole school approach

Abstract

Publication series

Access to Document

Research output

Conditions for learning: Building and sharing teacher professional knowledge

Quality learning: Teachers changing their practice

Cite this