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.
|Title of host publication||Educational imaginings|
|Subtitle of host publication||On the play of texts and contexts|
|Editors||Jennifer A Vadeboncoeur, Shawn Rawolle|
|Place of Publication||Brisbane|
|Publisher||Australian Academic Press|
|Number of pages||27|
|Publication status||Published - 2003|
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.