ABSTRACT

Promoting teacher professionalisation has become a key policy agenda in Australia and internationally. Professional learning is often invoked as a means to achieve this goal. In this paper, drawing on findings of a series of studies we conducted on the topic in the Early Childhood Education and Care sector, and guided by a range of theoretical tools, we propose a three-step cyclical approach to understanding, assessing and promoting teacher professional learning. The first step introduces spaces of assessment of teacher professional functioning. The second step outlines the core elements of transformative teacher professional learning. The third step highlights two interrelated aspects of teacher professional capabilities: confidence and agency. This work has been guided by the research question: How can teacher professionalisation be understood, assessed and advanced? In closing, we briefly state the implications of the findings for policy and practice.

摘要

促进教师专业化已成为澳大利亚和国际的一项重要政策议程。专业学习经常被用作实现这一目标的手段。在本文中，根据我们在幼儿教育和保育领域对该主题进行的一系列研究的结果，并在一系列理论工具的指导下，我们提出了一种三步循环方法来理解、评估和促进教师专业学习。第一步介绍教师专业功能评估的空间。第二步概述变革性教师专业学习的核心要素。第三步强调教师专业能力的两个相互关联的方面：信心和能动性。这项工作以研究问题为指导：如何理解教师专业化，评估和先进？最后，我们简要说明调查结果对政策和实践的影响。