International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Ryan Mary
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4 items
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The study uses reflexive leadership as a framework for considering teacher professional learning across a network of schools.
The paper explores professional learning strategies for eight next generation leaders, both for their own leadership learning and to build their repertoire of professional learning strategies.
The study found that the emerging leaders understood the benefit of collaboration between the big schools and the need for focused teacher professional learning within their own schools.
They also appreciated the synergy between the design of professional learning and the types of communication required to develop shared goals and actions in teacher professional learning teams.
Published: 2020
Updated: May. 21, 2021
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This article examines who counts as an “authority to speak” on professionalism in the educational field. This article uses Foucauldian archaeology as a rigorous method to examine the shaping of discourse and acknowledges other writers who have ventured into Foucault’s toolbox to borrow one or two of his gadgets. Then the archaeological method is utilised to overview significant voices of authority from the enunciative field of professionalism and professional standards, the latter now a key strategy globally for enhancing professionalism. The authors conclude by arguing that policy needs to utilise such trustworthy evidence by listening to teachers’ and academics’ voices for a “new” and “enacted” reflexive professionalism.
Published: 2013
Updated: Jun. 17, 2015
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The outcomes of a two-pronged 'real-world' learning project in Australia, which aimed to expand the views of pre-service teachers about learning, pedagogy and diversity, will be discussed in this article. Using Butin's conceptual framework for service learning, the authors show evidence that this approach can enable pre-service teachers to see new realities about the dilemmas and ambiguities of performing as learners and as teachers.
Published: 2009
Updated: Jun. 03, 2009
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The paper reports on an authentic learning opportunity offered to 22 pre-service teachers in their first year at university, which attempts to disrupt these perceptions about learning and pedagogy. Using a new application of Butin's conceptual framework, the authors show that during the project these participants developed more complex notions of learners and ways of making meaning.
Published: 2009
Updated: Mar. 31, 2009