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Teacher professional learning in large teaching spaces: an Australian case study
Citation
Prain, V and Muir, T and Lovejoy, V and Farrelly, C and Emery, S and Thomas, D and Deed, C and Tytler, R, Teacher professional learning in large teaching spaces: an Australian case study, Issues in Educational Research, 34, (4) pp. 1548-1566. ISSN 0313-7155 (2022) [Refereed Article]
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Copyright Statement
Copyright (2022) The Authors. This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License (https://creativecommons.org/licenses/by-nd/4.0/).
Abstract
While researchers broadly agree on what enables and constrains teacher professional learning, reconfigured large teaching spaces potentially create new processes and content for this learning. In this paper we draw on six years of study of teacher adaptation to these settings in 10 schools in regional Australia to identify the nature of, and key influences on, this learning. Our analyses are based on a theoretical framing of relational agency illustrated in two case studies of sustained teacher interventions. We found that teachers’ professional learning (TPL) in these contexts entailed learning new roles, developing new practices, and understanding the warrants for these practices. TPL was enabled by (a) extensive improvisation and intensive collaboration; (b) opportunities for teachers to observe teacher practices in other schools and customise them for their own schools; and (c) extended partnerships between teachers and researchers.
Item Details
| Item Type: | Refereed Article |
|---|---|
| Keywords: | teacher professional learning, large teaching spaces |
| Research Division: | Education |
| Research Group: | Specialist studies in education |
| Research Field: | Teacher and student wellbeing |
| Objective Division: | Education and Training |
| Objective Group: | Teaching and curriculum |
| Objective Field: | Teacher and instructor development |
| UTAS Author: | Prain, V (Professor Vaughan Prain) |
| UTAS Author: | Muir, T (Associate Professor Tracey Muir) |
| UTAS Author: | Emery, S (Dr Sherridan Emery) |
| ID Code: | 154573 |
| Year Published: | 2022 |
| Funding Support: | Australian Research Council (LP150100558) |
| Deposited By: | Education |
| Deposited On: | 2022-12-13 |
| Last Modified: | 2023-01-13 |
| Downloads: | 1 View Download Statistics |
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