Transformative professional learning: an ecological approach to agency through critical reflection

Title
Transformative professional learning: an ecological approach to agency through critical reflection
Publication Date
2017
Author(s)
Jones, Marguerite A
( author )
OrcID: https://orcid.org/0000-0001-9420-2495
Email: mjones46@une.edu.au
UNE Id une-id:mjones46
Charteris, Jennifer
( author )
OrcID: https://orcid.org/0000-0002-1554-6730
Email: jcharte5@une.edu.au
UNE Id une-id:jcharte5
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Routledge
Place of publication
United Kingdom
DOI
10.1080/14623943.2017.1307729
UNE publication id
une:21654
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.
Link
Citation
Reflective Practice, 18(4), p. 496-513
ISSN
1470-1103
1462-3943
Start page
496
End page
513
Rights
Attribution-NonCommercial 4.0 International

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