Abstract

The intent and content of teacher professional learning has changed in recent times to meet the demands of performativity. In this article, we offer and demonstrate a pragmatic way to map teacher professional learning that both meets current demands and secures a place for teacher-led catalytic learning. To achieve this, we position identified characteristics of performative professional learning on intersecting continua modelled on Bourdieu's mapping of social capital, which we have called a Pragmatic Model of Teacher Professional Learning. The continua are labelled (after) as: "domain of influence," "sphere of action," and "autonomy-transformation." While the pragmatic model is illustrated through three examples of teacher professional learning in use in Australia and its characteristics have been drawn from Australian regulatory requirements for teacher registration, it will be applicable in other national jurisdictions. The model aims to move "beyond performativity" and to define a systematic and pro-active approach for regulators, managers, professional learning providers and teachers to actively contribute to ongoing innovation and directedness of teacher professional learning toward real student outcomes.

Citation

Lloyd, M. & Davis, J.P. (2018). Beyond Performativity: A Pragmatic Model of Teacher Professional Learning. Professional Development in Education, 44(1), 92-106. Retrieved December 6, 2019 from https://www.learntechlib.org/p/189004/.

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Keywords

• Accountability
• educational technology
• Foreign Countries
• Independent Study
• Informal Education
• models
• Professional Education
• Required Courses
• Social capital
• standards
• Teacher Certification
• teacher education