| Description |
253 pages, 10 pages, 12 unnumbered pages : illustrations ; 25 cm |
| Contents |
1. Re-thinking teacher professional learning -- 2. Inquiry as dialogue: methodology matters -- 3. Dialogic epistemologies of professional learning -- 4. Building and sustaining ecologies of professional learning -- 5. Dialogue and counterpoint in inquiry-based professional learning -- 6. Literary theory, professional learning and other gobbledegook -- 7. Around and in the "uncountable edges" -- 8. Conclusions and recommendations |
| Summary |
Standards-based reforms have been a distinctive feature of educational policy-making across the western world in recent years. The introduction of such reforms is inevitably accompanied by enthusiastic rhetoric from governments about the value of ongoing teacher professional learning. And yet systemic, on-the-ground support for this learning is rare and piecemeal.Inquiry-based professional learning: Speaking back to standards-based reforms is a critical and creative account of a small group of literature teachers in a school in Melbourne, Australia, as they collectively grapple with these reforms and seek to address their particular needs as professionals.The book argues for a conception of inquiry-based professional learning that 'speaks back' to the logic of standards-based reforms, especially where such reforms control and prescribe teacher professional learning. It also acknowledges the professional and ethical challenges of teachers in their 'search for truth' amidst a maze of standards-based pressures |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Also available in an electronic version via the Internet at the publisher's home page:http://www.postpressed.com.au |
| Subject |
Career development -- Australia.
|
|
Teacher effectiveness -- Australia.
|
|
Teachers -- Training of.
|
| ISBN |
1921214481 |
|
9781921214486 |
|
