Historicising teachers’ learning: a case study of productive professional practice

Hardy, Ian and Edwards-Groves, Christine (2016) Historicising teachers’ learning: a case study of productive professional practice. Teachers and Teaching: Theory and Practice, 22 5: 538-552. doi:10.1080/13540602.2016.1158463

Author Hardy, Ian
Edwards-Groves, Christine
Title Historicising teachers’ learning: a case study of productive professional practice
Journal name Teachers and Teaching: Theory and Practice   Check publisher's open access policy
ISSN 1354-0602
Publication date 2016-03-28
Sub-type Article (original research)
DOI 10.1080/13540602.2016.1158463
Open Access Status Not Open Access
Volume 22
Issue 5
Start page 538
End page 552
Total pages 15
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Language eng
Abstract This paper reveals the significant historical traces which informed the learning practices of teachers at one particular school site in a rural and regional educational district in Australia. Drawing upon recent theorising into professional practice, the paper argues that teacher learning practices are intrinsically ‘ecologically’ related to teachers’ practices at specific sites. However, extending beyond this theorising, the research also reveals how teacher learning – in the case presented, in relation to classroom dialogue – is also significantly influenced by earlier learning experiences of the teachers involved. In this way, teachers’ practices are revealed as not only influenced by present-day, site-specific, whole-school teacher learning, but also by particular events encountered by teachers at an earlier phase of their careers. The research argues for a conception of teachers’ learning which is not only site-informed and ecologically arranged, but also deeply temporally embedded.
Keyword Classroom dialogue
Ecologies of practices
Practice architectures
Teacher learning
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
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School of Education Publications
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Created: Thu, 31 Mar 2016, 21:06:19 EST by Susan Moule on behalf of School of Education