Contextualising Teacher Professional Development in Complex Times

Ian Hardy

    Research output: Book chapter/Published conference paperChapter

    Abstract

    In this chapter, I argue that a complex set of processes is responsible for current concpetions of teacher professional development, and I question simplistic interpretations, which ascribe the current moment to general trends or broad movements, within the field of ongoing teacher education. Instead, at the local level, particular sets of responses are the result of the interplay between broad contextual factors and local policy contingencies, mediated by particular policy moments. Furthermore, within the field of professional development, there is evidence of both policy incrementalism, as well as disjuncture; in short, current conceptions of teacher learning are not the result of unidirectional, linear 'progress' within this particular field. This contestation between disjunctive and incremental processes helps to explain why a particular type of ongoing teacher learning, described as 'teacher professional learning community' is currently being advocated in schools in the state of Queensland, Australia.
    Original languageEnglish
    Title of host publicationEducational imaginings
    Subtitle of host publicationOn the play of texts and contexts
    EditorsJennifer A Vadeboncoeur, Shawn Rawolle
    Place of PublicationBrisbane
    PublisherAustralian Academic Press
    Pages182-208
    Number of pages27
    Edition7
    ISBN (Print)1875378502
    Publication statusPublished - 2003

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  • Cite this

    Hardy, I. (2003). Contextualising Teacher Professional Development in Complex Times. In J. A. Vadeboncoeur, & S. Rawolle (Eds.), Educational imaginings: On the play of texts and contexts (7 ed., pp. 182-208). Australian Academic Press.