Search results for: Jasman Anne M.

In this article, the author examines her own involvement and that of other teachers and teacher educators in five practice-based research studies in terms of their professional learning and border pedagogy. The author played a key role in each project and offer an 'insider' perspective through an autobiographical narrative based on self-study. Each project involved crossing a border between professional knowledge contexts, and explores the 'journey' metaphor of professional learning. The metaphors of passport and visa are used to explore the identities and purposes for the professional learning 'journey'. The benefits of border-crossing for professional learning are then discussed.