ABSTRACT

Frameworks for professional learning offer models of progression that analyse and describe changes in learner behaviours and practices. This paper argues that frameworks for teacher professional learning offer theoretical models that can enhance teachers’ agency in their own development. Teachers’ use of two primary science frameworks are considered: the Trajectory of Professional Development (TOPD) for subject leadership, and the Teacher Assessment in Primary Science (TAPS) for assessment leadership. Analysis of teacher survey data on use of the frameworks identified teacher agency and the impact of shared professional language as key themes. The paper’s conclusions build on the work of Kennedy, in suggesting frameworks offer malleable tools for reflective dialogue between teachers. The authors discuss how the explicit identification of progression in behaviours and practices within the two frameworks supported teachers to develop a shared language and understanding of subject leadership, identifying next steps for their own professional learning. They make the case that the frameworks are not sufficient on their own, they can only offer non-situated explanations of development, and that for them to be of greatest benefit they need to stimulate professional dialogue and exemplification in relation to the learner’s own context.

摘要

专业学习框架提供了分析和描述学习者行为和实践变化的进展模型。本文认为，教师专业学习框架提供的理论模型可以增强教师在自身发展中的能动性。考虑了教师对两个主要科学框架的使用：用于学科领导的专业发展轨迹 (TOPD) 和用于评估领导的初级科学教师评估 (TAPS)。对框架使用情况的教师调查数据的分析将教师代理和共享专业语言的影响确定为关键主题。该论文的结论建立在肯尼迪工作的基础上，建议框架为教师之间的反思性对话提供了可塑性工具。作者讨论了两个框架内行为和实践进展的明确识别如何支持教师发展共同语言和对学科领导力的理解，确定他们自己专业学习的下一步。他们认为框架本身是不够的，他们只能提供非情境化的发展解释，并且为了使他们获得最大的利益，他们需要激发与学习者自身背景相关的专业对话和示范。