A teacher educator's professional learning journey and border pedagogy: a meta-analysis of five research projects

Jasman, Anne M. (2011) A teacher educator's professional learning journey and border pedagogy: a meta-analysis of five research projects. In: The professional development of teacher educators. Taylor & Francis (Routledge), London, United Kingdom, pp. 305-321. ISBN 978-0-415-59164-5

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Abstract

Continuing learning is central to the professions of teaching and teacher education. Research that explores the nature of professional learning and the conditions that promote it is limited. In this paper I examine my own involvement and that of other teachers and teacher educators in five practice-based research studies in terms of our professional learning and border pedagogy. I played a key role in each project and offer an 'insider' perspective through ‘autobiographical self-study’. Each project involved crossing a border between professional knowledge contexts and explores the ‘journey’ metaphor of professional learning. The metaphors of passport and visa are used to explore the identities and purposes for the professional learning ‘journey’. Further metaphors for ways of ‘travelling’ are used to interrogate the significance of identity and purpose in professional learning journeys that involve border-crossing. The benefits of border crossing for professional learning are then discussed.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Chapter 19. Permanent restricted access to published and Accepted versions due to publisher's copyright policy. Print copy held in the USQ Library at call no. 370.711 Pro. Table of Contents is at http://www.routledge.com/books/details/9780415591645/
Depositing User: Associate Professor Anne Jasman
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 24 May 2011 02:03
Last Modified: 10 Sep 2013 04:36
Uncontrolled Keywords: metaphor; practice-based research; professional development; professional knowledge; self-study
Fields of Research (FOR2008): 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1301 Education Systems > 130101 Continuing and Community Education
13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
Socio-Economic Objective (SEO2008): C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
URI: http://eprints.usq.edu.au/id/eprint/18571

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