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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 (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
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