The Insider and Outsider Model of Professional Learning

  • Jane HunterEmail author
  • Jane Mitchell
Part of the Professional Learning and Development in Schools and Higher Education book series (PROD, volume 7)


The chapter presents two case studies of pedagogical innovation in and across school classrooms; the first titled Engaging Pedagogy, speculated about a ‘fresh technology equation’ conceptualised to promote high levels of intellectual engagement where the pedagogy required particular technology tools, content integration and a ‘meddler in the middle’. A second study, extending education (e2) is about a school-based research partnership that extends curriculum options for senior students in rural schools using new technologies.


Focus Group Interview Professional Learning Learning Management System School Site Digital Resource 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. American Association of Colleges for Teacher Education Committee on Innovation and Technology. (2008). Handbook of technological pedagogical content knowledge (TPCK) for educators. New York: Routledge.Google Scholar
  2. Board of Studies New South Wales. (2006). Human society and its environment K-6 syllabus. Sydney: Board of Studies NSW.Google Scholar
  3. Condie, R., & Munro, B. (2007). The impact of ICT in schools—A landscape review. Coventry: Becta Research.Google Scholar
  4. Doecke, B., Parr, G., & North, S. (2008). National mapping of teacher professional learning project final report. Melbourne: Monash University.Google Scholar
  5. Green, H., & Hannon, C. (2007). Their space: Education for a digital foundation. London: Demos Foundation.Google Scholar
  6. Groundwater-Smith, S., & Mockler, N. (2009). Teacher professional learning in an age of compliance. New York: Springer.Google Scholar
  7. Hayes, D., Lingard, R., & Mills, M. (2000). Productive pedagogies. Education Links, 60, 11–13.Google Scholar
  8. Hedberg, J. G. (2006). Moving on from e-Learning: Searching for disruptive pedagogies. Keynote to 5th Annual WebCT European Users Conference, Edinburgh, Scotland.Google Scholar
  9. Hedberg, J., & Lefoe, G. (2005). Blended learning: An Asian tale. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Norfolk: Association for the Advancement of Computing in Education.Google Scholar
  10. Higgins, S. (2005). Embedding ICT in literacy and numeracy strategies. Newcastle: University of Newcastle upon Tyne.Google Scholar
  11. Hoban, G. F. (2002). Teacher learning for educational change. Buckingham: Open University Press.Google Scholar
  12. Kennewell, S. (2006). Reflections on the interactive whiteboard phenomena: A synthesis of the research from the UK. Paper presented at the Australian Association for Research in Education Annual Conference, Melbourne.Google Scholar
  13. Kitchen, K., Dixon, J., McFarlane, A., Roche, N., & Finch, S. (2006). Curriculum online—Final report. Coventry: Becta Research.Google Scholar
  14. Lingard, B., Hayes, D., Mills, M., & Christie, P. (2003). Leading learning: Making hope practical in schools. Buckingham: Open University Press.Google Scholar
  15. McWilliam, E. (2009). The 21st century teacher: From sage to guide to meddler. Address to ACE on the Road Program, University of Canberra.Google Scholar
  16. Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). (2005). Learning in an online world. Canberra: DEST.Google Scholar
  17. Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). (2008). Digital education: Making change happen. Canberra: DEEWR.Google Scholar
  18. Mishra, P., & Koehler, M. J. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers and Education, 49(3), 740–762.CrossRefGoogle Scholar
  19. New South Wales Department of Education and Training (NSW DET). (2003). Quality teaching in NSW Public Schools: Discussion paper. Accessed 31 Aug 2010.
  20. Newmann, F., & Wehlage, G. (1993). Authentic learning. Educational Leadership, 50(7), 8–12.Google Scholar
  21. Oblinger, D. G., & Oblinger, J. L. (2005). Educating the net generation. Colorado: Educause.Google Scholar
  22. Philip, R., Voerman, A., & Dalziel, J. (2006). Proceedings of the First International LAMS Conference 2006: Designing the Future of Learning. Accessed 31 Aug 2010.Google Scholar
  23. Schuck, S., & Kearney, M. (2006). Exploring pedagogy with interactive white boards: A case study of six schools. Sydney: UTS.Google Scholar
  24. Tudball, L. (2007). Professional learning communities: Exploring their power and influence in teacher professional learning. In A. Berry, A. Clemans, & A. Kostogriz (Eds.), Dimensions of professional learning: Professionalism, practice and identity. Rotterdam: Sense.Google Scholar
  25. Zhao, Y. (2003). What teachers should know about technology: Perspectives and practices. Greenwich: Information Age.Google Scholar

Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.University of Western SydneySydneyAustralia
  2. 2.Charles Sturt UniversitySydneyAustralia

Personalised recommendations