No time to think: policy, pedagogy and professional learning

Simon LEONARD, Philip ROBERTS

Research output: Contribution to journalArticle

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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

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

Cite this

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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: Contribution to journalArticle

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