This article considers the role of trust in teacher professional learning as a form of policy enactment. Drawing upon an experienced teacher’s understandings of an assessment policy, Growing Success, in Ontario, Canada, we foreground the sociality of trust and how trust is an essential ingredient for teacher learning as policy enactment. Using a narrative methodology, we investigate how this teacher engaged in two parallel professional learning opportunities, centered on the same policy. These opportunities fostered very different, conflicting perceptions of the policy. In this way, our work indicates how a single policy may be interpreted as more or less ‘disciplinary’ or ‘developmental,’ depending on the relations of trust that are ascribed to it through the professional learning opportunities that attend its enactment. Based on our analysis of the data, we conclude that professional learning contexts need to be ‘trust-rich’ if they are to serve as a vehicle for meaningful policy enactment.

中文翻译：

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安大略省的教师学习，问责制和政策制定：信任的中心

本文将信任在教师专业学习中的作用作为政策制定的一种形式。在加拿大安大略省，根据经验丰富的老师对评估政策的理解，“成长的成功”，我们展望了信任的社会性，以及信任如何成为制定政策的教师学习必不可少的组成部分。使用叙事方法，我们调查了这位老师如何以相同的政策为中心，参与两个平行的专业学习机会。这些机会助长了人们对政策的截然不同，相互矛盾的看法。通过这种方式，我们的工作表明了如何将单个政策解释为或多或少的“纪律性”或“发展性”，这取决于通过制定该政策而获得的专业学习机会所赋予的信任关系。