Building teacher professional capabilities through transformative learning

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.

KEYWORDS:

• professionalisation
• professional learning
• professional capabilities
• early childhood education and care

Acknowledgments

We would like to acknowledge and thank the many teachers and educators who gave generously of their time to share their understandings and experiences. We also thank the reviewers for their constructive comments that helped strengthen the paper.

Ethical Statement

All studies discussed in this manuscript were conducted with the ethical approval of the associated universities, departments and organisations.

Additional information

Notes on contributors

Andrea Nolan

Andrea Nolan is Professor of Early Childhood Education at Deakin University. Her research explores the capabilities of the Early Childhood Education and Care workforce, focusing on professional learning and practice.

Tebeje Molla

Tebeje Molla is a DECRA Fellow in the School of Education, Deakin University. His research areas include educational inequality, policy analysis, and teacher professional learning.