Between a Rock and a Hard Place: Teacher Professional Learning
A market-driven model for in-service teacher development can potentially place the sustainability of professional learning initiatives at risk. As schooling improvement contracts become increasingly student outcome driven, we question whether this could compartmentalise processes of teacher learnin...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Tuwhera Open Access Publisher
2012-04-01
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| Series: | New Zealand Journal of Teachers' Work |
| Online Access: | https://ojs.aut.ac.nz/teachers-work/article/view/560 |
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| _version_ | 1850131037995139072 |
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| author | Dianne Smardon Jennifer Charteris |
| author_facet | Dianne Smardon Jennifer Charteris |
| author_sort | Dianne Smardon |
| collection | DOAJ |
| description |
A market-driven model for in-service teacher development can potentially place the sustainability of professional learning initiatives at risk. As schooling improvement contracts become increasingly student outcome driven, we question whether this could compartmentalise processes of teacher learning. With an emphasis on fixed fiscal input and resulting student outcomes, in-service teacher educators (ISTE) and teachers are in the middle charged with making a significant difference. What are the practices that make this space in the middle a place where agentic learning takes place? Adopting a polemic stance, we invoke the ‘between a rock and a hard place’ metaphor to illustrate the way teachers and ISTE are currently politically positioned.
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| format | Article |
| id | doaj-art-5befcfed4c1e4c0a91c044696fa01aba |
| institution | OA Journals |
| issn | 1176-6662 |
| language | English |
| publishDate | 2012-04-01 |
| publisher | Tuwhera Open Access Publisher |
| record_format | Article |
| series | New Zealand Journal of Teachers' Work |
| spelling | doaj-art-5befcfed4c1e4c0a91c044696fa01aba2025-08-20T02:32:31ZengTuwhera Open Access PublisherNew Zealand Journal of Teachers' Work1176-66622012-04-019110.24135/teacherswork.v9i1.560Between a Rock and a Hard Place: Teacher Professional LearningDianne Smardon0Jennifer Charteris1University of WaikatoUniversity of Waikato A market-driven model for in-service teacher development can potentially place the sustainability of professional learning initiatives at risk. As schooling improvement contracts become increasingly student outcome driven, we question whether this could compartmentalise processes of teacher learning. With an emphasis on fixed fiscal input and resulting student outcomes, in-service teacher educators (ISTE) and teachers are in the middle charged with making a significant difference. What are the practices that make this space in the middle a place where agentic learning takes place? Adopting a polemic stance, we invoke the ‘between a rock and a hard place’ metaphor to illustrate the way teachers and ISTE are currently politically positioned. https://ojs.aut.ac.nz/teachers-work/article/view/560 |
| spellingShingle | Dianne Smardon Jennifer Charteris Between a Rock and a Hard Place: Teacher Professional Learning New Zealand Journal of Teachers' Work |
| title | Between a Rock and a Hard Place: Teacher Professional Learning |
| title_full | Between a Rock and a Hard Place: Teacher Professional Learning |
| title_fullStr | Between a Rock and a Hard Place: Teacher Professional Learning |
| title_full_unstemmed | Between a Rock and a Hard Place: Teacher Professional Learning |
| title_short | Between a Rock and a Hard Place: Teacher Professional Learning |
| title_sort | between a rock and a hard place teacher professional learning |
| url | https://ojs.aut.ac.nz/teachers-work/article/view/560 |
| work_keys_str_mv | AT diannesmardon betweenarockandahardplaceteacherprofessionallearning AT jennifercharteris betweenarockandahardplaceteacherprofessionallearning |