PD and PL: Navigating the Divide
This chapter outlines the conceptual framework underpinning this research and pays particular attention to the theoretical difference between professional development and professional learning. A theoretical dichotomy is used as a rhetorical device to explain these differing positions. This chapter explains that common approaches to professional development tend to reflect assumptions about the nature of teacher learning, where teachers are actively positioned to be passive recipients of external expertise. Alternative assumptions acknowledge teachers’ capacity to become active decision makers about personal learning, actively seeking to place teachers and their context, as central to the learning experience. Such assumptions, it is argued, capture the intention of that which comprises the notion of professional learning.
KeywordsProfessional Development Professional Learning Educational Change Teacher Learning Alternative Assumption
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