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The activation of epistemological resources in epistemic communities: District educators’ professional learning as policy enactment
ARTICLE

, School of Education, Australia ; , Faculty of Education, Canada

TATE Volume 71, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This article argues that professional learning can be understood as a form of policy enactment, characterized by the activation of particular ‘epistemological’ resources within specific communities of shared understanding (‘epistemic communities’). In making this case, we draw upon insights from district officials responsible for enacting a provincial assessment policy in Ontario, Canada. Our research suggests these senior educators' learning about assessment reform, particularly their strong advocacy for teacher learning for assessment reform, were epistemological resources developed within the specific, effective epistemic communities of which they had been a part, over time. Policy enactment is heavily influenced by student-centered school/cross-school/system communities.

Citation

Hardy, I. & Melville, W. (2018). The activation of epistemological resources in epistemic communities: District educators’ professional learning as policy enactment. Teaching and Teacher Education: An International Journal of Research and Studies, 71(1), 159-167. Elsevier Ltd. Retrieved January 18, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2017.12.019

Keywords