Abstract
This chapter explores the implications of this type of professional learning for sectors and schools. The knowledge that teachers develop about their professional practice could be used by schools to shape and guide effective school-based leadership; however, there appears to be little opportunity for such application to occur at the school level – or more widely beyond programme cohorts. As such, this situation raises important considerations about what it might mean to value teachers as professionals in ways that recognise and meaningfully employ their developing professional knowledge and expertise.
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Notes
- 1.
The 3, 2, 1 activity was a simple sorting strategy to identify the most valued principles across the cohort. Each participant was required to select from the group list the three principles they believed to be the most important for effective leadership. Each participant then had to rank these principles from 1 to 3 where 1 = most important. Each participant then shared his or her top response and another list was created.
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Smith, K. (2017). Implications for Approaches to Teacher Learning. In: Teachers as Self-directed Learners. Self-Study of Teaching and Teacher Education Practices, vol 18. Springer, Singapore. https://doi.org/10.1007/978-981-10-3587-6_12
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DOI: https://doi.org/10.1007/978-981-10-3587-6_12
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