Interconnecting networks of practice for professional learning

The article explores the complementary connections between communities of practice and the ways in which individuals orchestrate their engagement with others to further their professional learning. It does so by reporting on part of a research project conducted in New Zealand on teachers’ online professional learning in a university graduate diploma program on ICT education. Evolving from social constructivist pedagogy for online professional development, the research describes how teachers create their own networks of practice as they blend online and offline interactions with fellow learners and workplace colleagues. Teachers’ perspectives of their professional learning activities challenge the way universities design formal online learning communities and highlight the potential for networked learning in the zones and intersections between professional practice and study.
The article extends the concepts of Lave and Wenger’s (1991) communities of practice social theory of learning by considering the role participants play in determining their engagement and connections in and across boundaries between online learning communities and professional practice. It provides insights into the applicability of connectivist concepts for developing online pedagogies to promote socially networked

Why use action research for teachers’ professional learning in PNG?

This paper reports on a study of the use of action research for remote primary school teachers’  professional learning in two provinces in PNG. There is significant international literature and research available on the characteristics of professional learning models that lead to quality outcomes for teachers and students alike. Action research is one approach to professional learning that includes a number of these internationally recognised characteristics. It constitutes an inquiry-based approach that encourages teachers to reflect on their own practices, and take ownership of the solutions to problems occurring in their own contexts.

The project draws on the international literature and research on effective professional learning, as well as the particular requirements of teachers in remote areas of Papua New Guinea, to develop a model for professional learning that could be adopted as a sustainable and effective approach to improving student learning outcomes. Improving such outcomes is essential in countries such as Papua New Guinea as they strive to achieve the Millennium Development Goal of Universal Basic Education.

The paper first provides a rationale for using action research in the context of remote schools in Papua New Guinea. A critique follows of the issues associated with the methodology and how these issues were resolved throughout the action research process and, finally, the paper concludes with some suggestions on how this model can be appropriated in other countries’ contexts.

Japanese lesson study : teacher professional development through communities of inquiry

Japanese Lesson Study has come under increasing attention from educators in the West and throughout South-East Asia since it was revealed outside Japan through the release of the TIMSS Video Study. In this paper we argue that Japanese Lesson Study provides a model for large scale, sustainable professional development. In particular, we draw on our own experience of Japanese Lesson Study and the research literature to describe its characteristic features and examine some of the cultural assumptions that underpin its implementation.

Early childhood educators : some identified issues in professional learning in science

In a small research project, four case studies were developed around the science education of pre-school centres. Mixed quantitative and qualitative approaches were used as the pre-school teachers were asked information about their qualifications and those of other staff; science experiences within their Early Childhood (EC) setting and the opportunities they had for science education professional development. As part of the research, educators were questioned about the science they provided and their comfort in teaching science. The interviews revealed that EC educators indicated that they provide a large number of varied experiences, although often they were unsure of the science content or the science understanding. They felt that this limited their abilities to develop the science activities further. Early Childhood Educators also indicated that whilst there was access to some science professional development, more would be welcome. The types of professional development which they felt would be most beneficial were “hands-on” play experiences – a “quick fix” approach. This paper will discuss the findings of the research through a socio-cultural framework, noting some of the issues identified during our discussions with the educators.

A professional learning program based on a representation intensive pedagogical approach

A representation-intensive pedagogical approach challenges students to generate and negotiate the representations (text, graphs, models, diagrams) that constitute the discursive practices of science, rather than focusing on the text-based, definitional versions of concepts. Previous research conducted on a small scale with a few topics and teachers successfully demonstrated enhanced outcomes for students, in terms of sustained engagement with ideas, and quality learning, and for teachers’ enhanced pedagogical knowledge, and epistemological understanding. This paper explores the efficacy of embedding a representations-intensive pedagogical approach into a state-wide professional learning program that was delivered to Victorian secondary science teachers in 2010/2011. The professional learning program involved participating teachers undertaking two successive days of professional development, then completing a small classroom-based project in their schools before returning for the third day of professional development. The program was supported by online drupal website. In determining the impact of the professional learning program on the teachers’ practice data was collected in the form of program participant surveys, presentations of the teachers’ classroom-based projects, focus group interviews and phone interviews. Teachers demonstrated the applicability of this pedagogical approach by adapting it to a variety of science topics.

Empowering teachers through a professional learning program that focused on a representation intensive pedagogical approach

A representation-intensive pedagogical approach challenges students to generate and negotiate the representations (text, graphs, models, diagrams) that constitute the discursive practices of science, rather than focusing on the text-based, definitional versions of concepts. It thus represents a more active view of knowledge than traditional structural approaches. Previous research conducted on a small scale with a few topics and teachers, successfully demonstrated enhanced outcomes for students, in terms of sustained engagement with ideas, and quality learning, and for teachers enhanced pedagogical knowledge, and epistemological understanding. This paper explores the efficacy of embedding a representations-intensive pedagogical approach into a state-wide professional learning program that was delivered to secondary science teachers in Victoria, Australian, in 2010/2011. The professional learning program involved participating teachers undertaking two successive days of professional development, then completing a small classroom-based project in their schools before returning for the third day of professional development. The program was supported by on online drupal website. In determining the impact of the professional learning program on the teachers’ practice data was collected in the form of program participant surveys, presentations of the teachers’ classroom-based projects, focus group interviews and phone interviews.

Implementing a new model for teachers' professional learning in Papua New Guinea

This article reports on a study that investigates the possibilities of developing a professional learning model based on action research that could lead to sustained improvements in teaching and learning in schools in remote areas of Papua New Guinea. The issues related to the implementation of this model are discussed using a critical lens that questions the use of ‘western’ constructs about ‘successful’ professional learning and ‘quality’ education in Papua New Guinea. In the article, we discuss the notion of ‘professional learning’ and how action research can be conceived as a model for professional learning. Then, we discuss some of the issues and difficulties that are arising during the implementation of our study. The article concludes with a discussion of implications for future developments of professional learning for teachers in countries such as Papua New Guinea.

Language, experience and professional learning (what Walter Benjamin can teach us)

This essay raises questions about how language educators might construct and further develop their epistemology of practice in and through the situations in which they work from day to day. The occasion for this paper is our work as guest editors of a special issue of L-1: Educational Studies in Language and Literature, when we invited L1 teachers to reflect on the role that language plays in their professional learning, whether it be in the form of conversations with peers, reflective writing, or by other means. We begin this essay by locating our reflections within our current policy context, namely the standards-based reforms that have come to dominate educational thinking around the world, offering a brief critique of the values and attitudes embedded within them. We then outline a philosophical framework as an alternative to the world-view reflected by such reforms, focusing specifically on the work of Walter Benjamin. In the final sections, we review our work as guest editors of the special issue of L-1, reflecting on what we have learned from the papers we have assembled for this issue, and locating our learning within the philosophical framework that we have drawn from Benjamin. We argue that it is timely for language educators to articulate the assumptions that inhere within their work, in contradistinction to the common sense embedded in standards. Thus we might begin to reconceptualise the relation between language, experience and professional learning in opposition to the hegemony of standards.

Storytelling and professional learning

The paper examines the role of storytelling in professional learning, including auotbiographical writing and narratives written by educators who are inquiring into their own practice.