Professional Learning that Matters
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An enduring issue associated with educational change is related to the tension between the individualism of teaching and the social nature of learning. That tension exists in two ways for teachers. The first is that the development of pedagogical expertise is typically viewed as an outcome of learning from experience about classroom teaching. Generally, that learning is from reflection on experiences in which the ‘data’ from trialling and experimenting with practice is developed, collected and analysed by the individual teacher in relation to their own work. Inevitably then, it can be difficult to reframe (Schön, 1983) situations beyond the individual teacher’s perspective.
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