Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/21463
Title: Transformative professional learning: an ecological approach to agency through critical reflection
Contributor(s): Jones, Marguerite A (author)orcid ; Charteris, Jennifer  (author)orcid 
Publication Date: 2017
Open Access: No
DOI: 10.1080/14623943.2017.1307729
Handle Link: https://hdl.handle.net/1959.11/21463
Abstract: Within the global economy, education leverages social and economic improvement. Teachers are positioned as drivers and agents of compliance within change processes. Addressing this concern, we investigate intern teacher agency, as transformative professional learning, that occurs through a process of critical reflection. Critical reflection is conceived as an important element of teacher agency within the current political milieu. This article addresses the role of critical reflection in school-based intern teacher professional learning (PL). It is argued that intern teacher agency is inherent in transformative PL characterized through partnerships, which provide scope for decision-making and critical reflection.
Publication Type: Journal Article
Source of Publication: Reflective Practice, 18(4), p. 496-513
Publisher: Routledge
Place of Publication: United Kingdom
ISSN: 1462-3943
1470-1103
Field of Research (FOR): 130103 Higher Education
130313 Teacher Education and Professional Development of Educators
130101 Continuing and Community Education
Socio-Economic Outcome Codes: 930202 Teacher and Instructor Development
930501 Education and Training Systems Policies and Development
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article

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