01 SES 08 A, Pedagogy, Education and Praxis: An eleven-year progress report from an international research network - Part 2
Symposium continued from 01 SES 07 A
This paper explores the professional learning and professional development of teachers, principals and other educators. It identifies our understanding of the terms professional learning and professional development. Various national political ideologies and policies that have influenced the work in this area are identified. In particular the paper explores the key areas that the PEP network have addressed related to professional learning and professional development: action research for professional learning; leading for learning; professional learning in the workplace; initial teacher education; and professional learning associated with discipline areas. The concepts of praxis and bildung are highlighted as important understandings that guide our work. The paper concludes with a reflection on what we have achieved, and what we are still to do.
Hardy, I., Rönnerman, K., & Edwards-Groves, C. (2017). Transforming professional learning: Educational action research in practice. European Educational Research Journal, 17(3), 421-441. Almqvist, J., Hamza, K. & Olin, A. (2017). Undersöka och utveckla undervisning. Professionell utveckling för lärare [Explore and develop teaching. Professional development for teachers]. Lund: Studentlitteratur. Wilkinson, J., Bristol, L., & Ponte, P. (Eds.) (2016). Professional development: Education for all as praxis. Routledge. Olin, A., & Ingerman, Å. (2016). Features of an emerging practice and professional development in a science teacher team collaboration with a researcher team. Journal of Science Teacher 27(6), 607-624. Francisco, Susanne (2016). How Novice Vocational Education and Training Teachers Learn to Become Teachers. PhD diss., Sydney: University of Technology Sydney. Grootenboer, P., Rönnerman, K. & Edwards-Groves, C. (2015). Leading practice development in schools and preschools: voices from the middle. Professional Development in Education, 41(3), 508-526. Francisco, S. (2015). Life Rafts: Supporting the Continuing Professional Learning of novice VET teachers, NCVER, Adelaide. Hardy, I. & Melville, W. (2013) Contesting continuing professional development: Reflections from England. Teachers and Teaching: Theory and Practice, 19(3), 311-325. Hardy, I. (2012). The Politics of Teacher Professional Development: Policy, Research and Practice. New York: Routledge.
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