Building Teacher Professional Capabilities through Transformative Learning

Autor/inn/en	Nolan, Andrea; Molla, Tebeje
Titel	Building Teacher Professional Capabilities through Transformative Learning
Quelle	In: Asia-Pacific Journal of Teacher Education, 49 (2021) 4, S.450-465 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nolan, Andrea) ORCID (Molla, Tebeje)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2020.1828823
Schlagwörter	Professional Development; Professionalism; Professional Autonomy; Transformative Learning; Program Development; Early Childhood Teachers; Child Caregivers; Teacher Competencies; Self Efficacy; Educational Policy; Alignment (Education); Evaluation Criteria; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Professionalität; Berufsfreiheit; Pädagogische Transformation; Programmplanung; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Lehrkunst; Self-efficacy; Selbstwirksamkeit; Politics of education; Bildungspolitik; Ausland; Australien
Abstract	Promoting teacher professionalisation has become a key policy agenda in Australia and internationally. Professional learning is often invoked as a means to achieve this goal. In this paper, drawing on findings of a series of studies we conducted on the topic in the Early Childhood Education and Care sector, and guided by a range of theoretical tools, we propose a three-step cyclical approach to understanding, assessing and promoting teacher professional learning. The first step introduces spaces of assessment of teacher professional functioning. The second step outlines the core elements of transformative teacher professional learning. The third step highlights two interrelated aspects of teacher professional capabilities: confidence and agency. This work has been guided by the research question: How can teacher professionalisation be understood, assessed and advanced? In closing, we briefly state the implications of the findings for policy and practice. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01