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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/13534
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dc.contributor.authorSmardon, Dianneen
dc.contributor.authorCharteris, Jenniferen
dc.date.accessioned2013-10-16T13:08:00Z-
dc.date.issued2012-
dc.identifier.citationNew Zealand Journal of Teachers' Work, 9(1), p. 27-35en
dc.identifier.issn1176-6662en
dc.identifier.urihttps://hdl.handle.net/1959.11/13534-
dc.description.abstractA market-driven model for in-service teacher development can potentially place the sustainability of professional learning initiatives at risk. As schooling improvement contracts become increasingly student outcome driven, we question whether this could compartmentalise processes of teacher learning. With an emphasis on fixed fiscal input and resulting student outcomes, inservice teacher educators (ISTE) and teachers are in the middle charged with making a significant difference. What are the practices that make this space in the middle a place where agentic learning takes place? Adopting a polemic stance, we invoke the 'between a rock and a hard place' metaphor to illustrate the way teachers and ISTE are currently politically positioned.en
dc.languageenen
dc.publisherMassey Universityen
dc.relation.ispartofNew Zealand Journal of Teachers' Worken
dc.titleBetween a Rock and a Hard Place: Teacher Professional Learningen
dc.typeJournal Articleen
dc.subject.keywordsTeacher Education and Professional Development of Educatorsen
local.contributor.firstnameDianneen
local.contributor.firstnameJenniferen
local.subject.for2008130313 Teacher Education and Professional Development of Educatorsen
local.subject.seo2008930401 Management and Leadership of Schools/Institutionsen
local.subject.seo2008930202 Teacher and Instructor Developmenten
local.profile.schoolSchool of Educationen
local.profile.emaildiannes@waikato.ac.nzen
local.profile.emailjcharte5@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20130904-101831en
local.publisher.placeNew Zealanden
local.format.startpage27en
local.format.endpage35en
local.peerreviewedYesen
local.identifier.volume9en
local.identifier.issue1en
local.title.subtitleTeacher Professional Learningen
local.contributor.lastnameSmardonen
local.contributor.lastnameCharterisen
dc.identifier.staffune-id:jcharte5en
local.profile.orcid0000-0002-1554-6730en
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:13746en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleBetween a Rock and a Hard Placeen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.relation.urlhttp://www.teacherswork.ac.nz/journal/volume9_issue1/smardon.pdfen
local.search.authorSmardon, Dianneen
local.search.authorCharteris, Jenniferen
local.uneassociationUnknownen
local.year.published2012en
local.subject.for2020390305 Professional education and trainingen
local.subject.for2020390307 Teacher education and professional development of educatorsen
local.subject.seo2020160204 Management, resources and leadershipen
local.subject.seo2020160303 Teacher and instructor developmenten
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