No time to think: policy, pedagogy and professional learning

Simon LEONARD, Philip ROBERTS

    Research output: Research - peer-reviewArticle

    • 1 Citations

    Abstract

    In this study, we seek to illuminate the effects of the global policy convergence in education through a close study of its enactment within an Australian Teacher Education course. Building on an examination of the changing priorities of a cohort of pre-service teachers over a short space of time, we argue that the enactment of New Public Management approaches to the governance of teaching in Australia is having adverse effects on the professional learning of new teachers, defeating the policy goals. Previous studies have investigated the affective impact of current global policy formations on teachers. Building on that work, this study considers the impacts that the teacher policy emphasis on ‘performance’ has had on professional learning processes, which are understood with reference to Kolb’s Experiential Learning Theory. The study is undertaken using an interpretative phenomenographic approach and informed by the related methods of discursive psychology, which positions discourse as a discursive practice to achieve specific goals in specific contexts.
    LanguageEnglish
    Pages142-160
    Number of pages19
    JournalJournal of Education Policy
    Volume31
    Issue number2
    DOIs
    StatePublished - 2016

    Fingerprint

    teacher
    learning
    time
    education
    New Public Management
    learning theory
    learning process
    psychology
    governance
    examination
    discourse
    Teaching
    performance

    Cite this

    @article{d0599665aeb64198a068ce30bb5d857e,
    title = "No time to think: policy, pedagogy and professional learning",
    abstract = "In this study, we seek to illuminate the effects of the global policy convergence in education through a close study of its enactment within an Australian Teacher Education course. Building on an examination of the changing priorities of a cohort of pre-service teachers over a short space of time, we argue that the enactment of New Public Management approaches to the governance of teaching in Australia is having adverse effects on the professional learning of new teachers, defeating the policy goals. Previous studies have investigated the affective impact of current global policy formations on teachers. Building on that work, this study considers the impacts that the teacher policy emphasis on ‘performance’ has had on professional learning processes, which are understood with reference to Kolb’s Experiential Learning Theory. The study is undertaken using an interpretative phenomenographic approach and informed by the related methods of discursive psychology, which positions discourse as a discursive practice to achieve specific goals in specific contexts.",
    author = "Simon LEONARD and Philip ROBERTS",
    year = "2016",
    doi = "10.1080/02680939.2015.1047801",
    volume = "31",
    pages = "142--160",
    journal = "Journal of Education Policy",
    issn = "0268-0939",
    publisher = "Routledge",
    number = "2",

    }

    No time to think: policy, pedagogy and professional learning. / LEONARD, Simon; ROBERTS, Philip.

    In: Journal of Education Policy, Vol. 31, No. 2, 2016, p. 142-160.

    Research output: Research - peer-reviewArticle

    TY - JOUR

    T1 - No time to think: policy, pedagogy and professional learning

    AU - LEONARD,Simon

    AU - ROBERTS,Philip

    PY - 2016

    Y1 - 2016

    N2 - In this study, we seek to illuminate the effects of the global policy convergence in education through a close study of its enactment within an Australian Teacher Education course. Building on an examination of the changing priorities of a cohort of pre-service teachers over a short space of time, we argue that the enactment of New Public Management approaches to the governance of teaching in Australia is having adverse effects on the professional learning of new teachers, defeating the policy goals. Previous studies have investigated the affective impact of current global policy formations on teachers. Building on that work, this study considers the impacts that the teacher policy emphasis on ‘performance’ has had on professional learning processes, which are understood with reference to Kolb’s Experiential Learning Theory. The study is undertaken using an interpretative phenomenographic approach and informed by the related methods of discursive psychology, which positions discourse as a discursive practice to achieve specific goals in specific contexts.

    AB - In this study, we seek to illuminate the effects of the global policy convergence in education through a close study of its enactment within an Australian Teacher Education course. Building on an examination of the changing priorities of a cohort of pre-service teachers over a short space of time, we argue that the enactment of New Public Management approaches to the governance of teaching in Australia is having adverse effects on the professional learning of new teachers, defeating the policy goals. Previous studies have investigated the affective impact of current global policy formations on teachers. Building on that work, this study considers the impacts that the teacher policy emphasis on ‘performance’ has had on professional learning processes, which are understood with reference to Kolb’s Experiential Learning Theory. The study is undertaken using an interpretative phenomenographic approach and informed by the related methods of discursive psychology, which positions discourse as a discursive practice to achieve specific goals in specific contexts.

    U2 - 10.1080/02680939.2015.1047801

    DO - 10.1080/02680939.2015.1047801

    M3 - Article

    VL - 31

    SP - 142

    EP - 160

    JO - Journal of Education Policy

    T2 - Journal of Education Policy

    JF - Journal of Education Policy

    SN - 0268-0939

    IS - 2

    ER -