What do professional learning policies say about the purposes of teacher education?

Aileen Kennedy (2014): What do professional learning policies say about the purposes of teacher education?  Asia-Pacific Journal of Teacher Education, DOI:10/1080.1359866x.2014.9940279

I’m preparing a 7 minute research paper for our next “teachmeet” tomorrow (we need a better name – researchmeet sounds a bit worthy though). The paper I’ve chosen for this week’s theme of professional learning is by Aileen Kennedy and has just recently been published in the Asian-Pacific Journal of Teacher Education. I’ve always liked how Aileen writes and the subjects she tackles are very close to my own research interests, so I hope she won’t mind if I share my humble thoughts about it here. It’s a highly relevant paper for my study and asks some searching questions about the purposes and rationale behind some taken for granted assumptions about key aspects of professional  learning dominating the Scottish agenda. I use this critical writing frame a lot for summarising  notes on readings. It comes from Dan Soule, @grammatologer whose writing courses I’ve attended here at Stirling. Here is my summary of Aileen’s paper



About catrionao

I'm a lecturer at UWS and a PhD student at Stirling University, studying a school based practice of teacher professional learning.
This entry was posted in Impact, Masters, Policy, purpose, Research, Standards, Teacher Education and tagged , . Bookmark the permalink.

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