The provision of teacher learning for educational reform: Policy in practice

Hardy, Ian (2007) The provision of teacher learning for educational reform: Policy in practice. British Journal of Sociology of Education, 28 4: 409-410. doi:10.1080/01425690701369327


Author Hardy, Ian
Title The provision of teacher learning for educational reform: Policy in practice
Journal name British Journal of Sociology of Education   Check publisher's open access policy
ISSN 0142-5692
Publication date 2007-01-01
Sub-type Other
DOI 10.1080/01425690701369327
Volume 28
Issue 4
Start page 409
End page 410
Total pages 2
Editor Len Barton
Place of publication United Kingdom
Publisher Routledge
Language eng
Subject CX
Abstract This study investigates how federal and state policies associated with the provision of significant reform-oriented teacher professional development were interpreted and mediated by teachers and administrators collaborating together across a cluster of six schools in a small rural centre in south-east Queensland, Australia. Drawing upon Pierre Bourdieu’s concept of fields, the study argues that while teachers and administrators’ responses were influenced by contested policy pressures, such policy interventions were also heavily mediated by teachers and administrators’ interpretations of these policies, as they engaged with the reforms as part of their work. The study also reveals how policies associated with the provision of reform-oriented teacher learning were sometimes informed by relevant research.
Q-Index Code CX

Document type: Journal Article
Sub-type: Other
Collection: School of Education Publications
 
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Created: Wed, 28 Jul 2010, 23:03:59 EST by Sarah Borsellino on behalf of School of Education