Competing priorities in professional development: An Australian study of teacher professional development policy and practice

Ian Hardy

    Research output: Contribution to journalArticle

    18 Citations (Scopus)

    Abstract

    This paper argues that neoliberal and managerial pressures, external to the teaching profession, as well as more progressive and democratic approaches, internal to the profession, have simultaneously influenced professional development policy and practice in Australia. In making this case, the paper reviews the nature of the teacher professional development which is supported in federal Australian policies associated with the recently defeated Liberal/National Coalition government (1996-2007), and research into how professional development has been enacted in practice in Australia, during this government's tenure. While acknowledging the significant impact of more neoliberal and managerial approaches, and how such policy emphases contribute to the continuation of traditional, systemic/employer provided workshops, the paper also provides evidence of competing, more teacher-centred approaches.
    Original languageEnglish
    Pages (from-to)277-290
    Number of pages14
    JournalAsia-Pacific Journal of Teacher Education
    Volume36
    Issue number4
    DOIs
    Publication statusPublished - Nov 2008

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