Professional learning in the lives of teachers: Towards a new framework for conceptualising teacher learning

Journal article


Cameron, Sandra, Mulholland, Judith and Branson, Christopher. (2013) Professional learning in the lives of teachers: Towards a new framework for conceptualising teacher learning. Asia-Pacific Journal of Teacher Education. 41(4), pp. 377 - 397. https://doi.org/10.1080/1359866X.2013.838620
AuthorsCameron, Sandra, Mulholland, Judith and Branson, Christopher
Abstract

This interpretative study of teachers as learners explored the continuing professional learning of teachers in a range of Australian schools. While teacher learning is regarded as a cornerstone of school reform, knowledge of how and why teachers engage in ongoing learning is scant. Research participants completed an open-ended questionnaire about their professional learning experiences and participated in semi-structured interviews in which they shared their learning narratives. The study found three sets of major influences on teachers’ engagement with professional learning and the quality of that learning. These influences were isolation (both geographic and professional), cost (both educational and emotional), and the professional and personal life stages of teachers. A new descriptive framework through which to understand the intricate interconnections between teacher-learners, professional learning and learning contexts across teaching careers is proposed.

Keywordsinservice teachers; professional development; teacher learning
Year2013
JournalAsia-Pacific Journal of Teacher Education
Journal citation41 (4), pp. 377 - 397
PublisherRoutledge
ISSN1359-866X
Digital Object Identifier (DOI)https://doi.org/10.1080/1359866X.2013.838620
Scopus EID2-s2.0-84886396714
Web address (URL)http://ezproxy.acu.edu.au/login?url=http://www.tandfonline.com/doi/abs/10.1080/1359866X.2013.838620
Page range377 - 397
Research GroupSchool of Education
Place of publicationAustralia
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