Teacher professional development as an effect of policy and practice: A Bourdieuan analysis

Hardy, Ian and Lingard, Bob (2008) Teacher professional development as an effect of policy and practice: A Bourdieuan analysis. Journal of Education Policy, 23 1: 63-80. doi:10.1080/02680930701754096

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Author Hardy, Ian
Lingard, Bob
Title Teacher professional development as an effect of policy and practice: A Bourdieuan analysis
Journal name Journal of Education Policy   Check publisher's open access policy
ISSN 0268-0939
Publication date 2008-01
Sub-type Article (original research)
DOI 10.1080/02680930701754096
Volume 23
Issue 1
Start page 63
End page 80
Total pages 18
Place of publication Abingdon, United Kingdom
Publisher Routledge
Collection year 2009
Language eng
Subject 13 Education
93 Education and Training
Abstract This article draws on Bourdieu's field theory and related concepts of habitus and capitals, to explore policy implementation in relation to a particular case of teacher professional development in Queensland, Australia. This implementation process is described as an effect of the interplay between what is called the policy field and the field of teachers' work. The policy field demonstrates intra-field tensions between the federal Quality Teacher Programme (QTP) and a raft of state policies, particularly those associated with the Queensland meta-policy, Queensland State Education 2010 (QSE2010). To investigate the effects of this complex policy ensemble, the article draws upon the experiences of principals and a group of teachers engaged in professional development across a cluster of six schools in south-east Queensland, Australia. The specific focus is on the 'Curriculum Board', a cross-school body created by the principals in the participating schools, and its mediated work in policy implementation and teacher learning. The article analyses the effects of the involvement of the principals in the creation of the board, the limiting impact of QTP requirements to involve consultants rather than support for teacher release, and the limited influence of the board on teacher learning and policy implementation in the individual schools. By doing so, the analysis shows the disjunctions between the logics of practice of the policy field and that of teachers' work, and the ways in which the differing habitus of principals and teachers and teacher members of the board affected teacher learning and policy implementation. It is argued that effective implementation requires learning within and across fields, and more reflexive habitus of policy makers, principals and teachers.
Q-Index Code C1
Q-Index Status Confirmed Code

Document type: Journal Article
Sub-type: Article (original research)
Collections: 2009 Higher Education Research Data Collection
Excellence in Research Australia (ERA) - Collection
School of Education Publications
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Citation counts: TR Web of Science Citation Count  Cited 10 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 22 times in Scopus Article | Citations
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Created: Fri, 02 Oct 2009, 10:47:51 EST by Rebecca Donohoe on behalf of School of Education