Competing priorities in professional development: an Australian study of teacher professional development policy and practice

Hardy, Ian (2008) Competing priorities in professional development: an Australian study of teacher professional development policy and practice. Asia - Pacific Journal of Teacher Education, 36 4: 277-290.

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Author Hardy, Ian
Title Competing priorities in professional development: an Australian study of teacher professional development policy and practice
Journal name Asia - Pacific Journal of Teacher Education   Check publisher's open access policy
ISSN 1359-866X
1469-2945
Publication date 2008-11
Sub-type Article (original research)
DOI 10.1080/13598660802364135
Volume 36
Issue 4
Start page 277
End page 290
Total pages 14
Editor David Saltmarsh
Anne McMaugh
Jo-Anne Reid
Ninetta Santoro
Place of publication Melbourne, VIC, Australia
Publisher Routledge
Language eng
Subject C1
Abstract This paper argues that neoliberal and managerial pressures external to the teaching profession, as well as more progressive and democratic approaches internal to the profession, have simultaneously influenced professional development policy and practice in Australia. In making this case, the paper reviews the nature of the teacher professional development that is supported in federal Australian policies associated with the recently defeated Liberal/ National Coalition government (1996-2007) and research into how professional development has been enacted in practice in Australia, during this government's tenure. While acknowledging the significant impact of more neoliberal and managerial approaches and how such policy emphases contribute to the continuation of traditional, systemic/employer provided workshops, the paper also provides evidence of competing, more teacher-centred approaches.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: ERA 2012 Admin Only
School of Education Publications
 
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