ABSTRACT

There has long been international consensus amongst policymakers and researchers that schoolteachers need to pursue professional learning throughout their careers. While researchers and educators continue the rich conversation about what forms of professional learning are valuable and why, policymakers are intent on prioritising only those forms of teacher learning whose value can be easily measured, thus rendering teachers more accountable. That is contributing to the widespread standardisation of professional learning, which ignores the backgrounds, needs and existing knowledge of teachers. This transnational case study investigates a non-prioritised form of professional learning praxis, called ‘writing-based professional learning in communities.’ The authors analyse a selection of praxis writing produced by teachers in Israel and Australia, in which they reflect on their work as educators in heavily standardised professional environments. The study provides a counterpoint to standardised forms of professional learning, arguing instead for a praxis approach that promotes teachers’ agency, collegiality and identity.

摘要

长期以来，政策制定者和研究人员已达成国际共识，即教师需要在整个职业生涯中追求专业学习。当研究人员和教育工作者继续就什么形式进行丰富的对话时专业学习是有价值的，为什么，政策制定者打算只优先考虑那些价值易于衡量的教师学习形式，从而使教师更加负责。这有助于专业学习的广泛标准化，而忽视了教师的背景、需求和现有知识。这个跨国案例研究调查了一种非优先形式的专业学习实践，称为“社区中基于写作的专业学习”。作者分析了以色列和澳大利亚教师编写的一系列实践写作，他们在其中反思了他们在高度标准化的专业环境中作为教育工作者的工作。该研究与标准化的专业学习形式形成对比，