966
Views
5
CrossRef citations to date
0
Altmetric
Original Articles

Learning about professional growth through listening to teachers

Pages 87-105 | Received 20 Nov 2014, Accepted 11 Mar 2015, Published online: 18 May 2015

References

  • Barad, K.M., 2007. Meeting the universe halfway: quantum physics and the entanglement of matter and meaning. Durham, NC: Duke University Press.10.1215/9780822388128
  • Biesta, G., 2007. Why “what works” won’t work: evidence-based practice and the democratic deficit in educational research. Educational theory, 57 (1), 1–22.10.1111/edth.2007.57.issue-1
  • Cilliers, P., 1998. Complexity and postmodernism – Understanding complex systems. London: Routledge.
  • Davis, B., 2008. Complexity and education: vital simultaneities. Educational philosophy and theory, 40 (1), 50–65.10.1111/j.1469-5812.2007.00402.x
  • Davis, B. and Sumara, D.J., 2005a. Challenging images of knowing: complexity science and educational research. International journal of qualitative studies in education, 18 (3), 305–321.10.1080/09518390500082293
  • Davis, B. and Sumara, D., 2005b. Complexity science and educational action research: toward a pragmatics of transformation. Educational action research, 13 (3), 453–466.10.1080/09650790500200291
  • Davis, B. and Sumara, D., 2006. Complexity and education. Abingdon: Taylor & Francis.
  • Davis, B. and Sumara, D., 2008. The death and life of great educational ideas: why we might want to avoid a critical complexity theory. Journal of the Canadian association for curriculum studies, 6 (1), 166–176.
  • Davis, B. and Upitis, R., 2004. Pending knowledge: on the complexities of teaching and learning. Journal of curriculum theorizing, 20 (3), 113–128.
  • Elliott, J. and Lukeš, D., 2008. Epistemology as ethics in research and policy: the use of case studies. Journal of philosophy of education, 42 (S1), 87–119.10.1111/jope.2008.42.issue-s1
  • Engeström, Y., 2001. Expansive learning at work: toward an activity theoretical reconceptualization. Journal of education and work, 14 (1), 133–156.
  • Engeström, Y., 2007. Enriching the theory of expansive learning: lessons from journeys toward coconfiguration. Mind, culture, and activity, 14 (1–2), 23–39.10.1080/10749030701307689
  • Eraut, M., 1977. Strategies for promoting teacher development. British journal of in–service education, 4 (1–2), 10–12.10.1080/0305763770040103
  • Eraut, M., 2000. Non-formal learning and tacit knowledge in professional work. British journal of educational psychology, 70 (1), 113–136.10.1348/000709900158001
  • Eraut, M., 2004. Informal learning in the workplace. Studies in continuing education, 26 (2), 247–273.10.1080/158037042000225245
  • Eraut, M., 2007. Learning from other people in the workplace. Oxford review of education, 33 (4), 403–422.10.1080/03054980701425706
  • Evans, L., 2002. What is teacher development? Oxford review of education, 28 (1), 123–137.10.1080/03054980120113670
  • Evans, L., 2011. The “shape” of teacher professionalism in England: professional standards, performance management, professional development and the changes proposed in the 2010 white paper. British educational research journal, 37 (5), 851–870.10.1080/01411926.2011.607231
  • Fraser, C., et al., 2007. Teachers’ continuing professional development: contested concepts, understandings and models. Journal of in–service education, 33 (2), 153–169.10.1080/13674580701292913
  • Goldacre, B., 2013. Building evidence into education [online]. Available from: http://media.education.gov.uk/assets/files/pdf/b/ben%20goldacre%20paper.pdf [ Accessed 19 November 2014].
  • Haggis, T., 2008. ‘Knowledge must be contextual’: some possible implications of complexity and dynamic systems theories for educational research. In: M. Mason, ed. Complexity theory and the philosophy of education. Chichester, UK: Wiley-Blackwell, 150–168.10.1002/9781444307351
  • Hase, S. and Kenyon, C., 2007. Heutagogy: a child of complexity theory. Complicity: an international journal of complexity and education, 4 (1), 111–118.
  • Hattie, J., 2008. Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
  • Heron, J. and Reason, P., 1997. A participatory inquiry paradigm. Qualitative inquiry, 3 (3), 274–294.10.1177/107780049700300302
  • Hua, Z., 2012. Turning to the pedagogy of “listening”. Complicity: an international journal of complexity and education, 9 (1), 57–74.
  • Illeris, K., ed., 2009. Contemporary theories of learning: learning theorists – in their own words. 1st ed. London: Routledge.
  • Illeris, K., 2014. Transformative learning and identity. London: Routledge.
  • Kelly, P., 2006. What is teacher learning? A socio-cultural perspective. Oxford review of education, 32 (4), 505–519.10.1080/03054980600884227
  • Kendall, A., et al., 2013. Listening to teachers talk about CPD: a multi-national case study. Final report of the Leonardo Da Vinci funded PaCTT project [online]. Available from: http://leonardo-pactt.wikispaces.com/file/view/PaCTT%20CPD%20Framework%20Tool%20-%20Final.pdf [ Accessed 19 November 2014].
  • Kennedy, A., 2005. Models of continuing professional development: a framework for analysis. Journal of in-service education, 31 (2), 235–250.10.1080/13674580500200358
  • Kennedy, A., 2014a. Models of continuing professional development: a framework for analysis. Professional development in education, 40 (3), 336–351.10.1080/19415257.2014.929293
  • Kennedy, A., 2014b. Understanding continuing professional development: the need for theory to impact on policy and practice. Professional development in education, 40 (5), 688–697.10.1080/19415257.2014.955122
  • Kuhn, L., 2008. Complexity and educational research: a critical reflection. In: M. Mason, ed. Complexity theory and the philosophy of education. Chichester, UK: Wiley-Blackwell, 169–180.10.1002/9781444307351
  • Kuhn, L., 2009. Adventures in complexity: for organisations near the edge of chaos. Axminster, Devon: Triarchy Press.
  • Lave, J., 1991. Situating learning in communities of practice. In: L.B. Resnick, J.M. Levine, and S.D. Teasley, eds. Perspectives on socially shared cognition. Washington, DC: American Psychological Association, 63–82.
  • Lave, J., 1996. Teaching, as learning, in practice. Mind, culture, and activity, 3 (3), 149–164.10.1207/s15327884mca0303_2
  • Lave, J., 2012. Changing practice. Mind, culture, and activity, 19 (2), 156–171.10.1080/10749039.2012.666317
  • Lo, M.L., 2012. Variation theory and the improvement of teaching and learning. Göteborg: Acta Universitatis Gothoburgensis.
  • Lo, M.L. and Marton, F., 2012. Towards a science of the art of teaching: using variation theory as a guiding principle of pedagogical design. International journal for lesson and learning studies, 1 (1), 7–22.
  • MacLure, M., 2013. Researching without representation? Language and materiality in post-qualitative methodology. International journal of qualitative studies in education, 26 (6), 658–667.10.1080/09518398.2013.788755
  • Marton, F., 1981. Phenomenography – describing conceptions of the world around us. Instructional science, 10 (2), 177–200.10.1007/BF00132516
  • Mason, M., ed., 2009. Complexity theory and the philosophy of education. Chichester, UK: Wiley-Blackwell.
  • Mezirow, J., 1997. Transformative learning: theory to practice. New directions for adult and continuing education, 1997, 5–12.10.1002/(ISSN)1536-0717
  • Mockler, N., 2005. Trans/forming teachers: new professional learning and transformative teacher professionalism. Journal of in–service education, 31 (4), 733–746.10.1080/13674580500200380
  • Morin, E., 2007. Restricted complexity, general complexity. In: C. Gershenson, D. Aerts, and B. Edmonds, eds. Worldviews, science and us: philosophy and complexity: University of Liverpool, UK, 11–14 September 2005. Hackensack, NJ: World Scientific, 5–29.
  • Morrison, K., 2008. Educational philosophy and the challenge of complexity theory. In: M. Mason, ed. Complexity theory and the philosophy of education. Chichester, UK: Wiley-Blackwell, 16–31.10.1002/9781444307351
  • O’Brien, J. and Jones, K., 2014. Professional learning or professional development? Or continuing professional learning and development? Changing terminology, policy and practice. Professional development in education, 40 (5), 683–687.10.1080/19415257.2014.960688
  • Opfer, V.D. and Pedder, D., 2011. Conceptualizing teacher professional learning. Review of educational research, 81 (3), 376–407.10.3102/0034654311413609
  • Osberg, D., Biesta, G., and Cilliers, P., 2008. From representation to emergence: complexity’s challenge to the epistemology of schooling. In: M. Mason, ed. Complexity theory and the philosophy of education. Chichester, UK: Wiley-Blackwell, 204–217.10.1002/9781444307351
  • Pawson, R., 2002. Evidence–based policy: in search of a method. Evaluation, 8 (2), 157–181.
  • Phelps, R. and Hase, S., 2005. Complexity and action research: exploring the theoretical and methodological connections. Educational action research, 10 (3), 507–524.10.1080/09650790200200198
  • Richardson, K. and Cilliers, P., 2001. Special editors’ introduction: what is complexity science? A view from different directions. Emergence, 3 (1), 5–23.
  • Richardson, K.A., Cilliers, P., and Lissack, M., 2001. Complexity science: a “gray” science for the “stuff in between”. Emergence, 3 (2), 6–18.10.1207/S15327000EM0302_02
  • Senge, P.M., 2006. The leader’s new work: building learning organizations. In: J.V. Gallos, ed. Organization development: a Jossey-Bass reader. San Francisco, CA: Jossey-Bass, 765–792.
  • Seppälä–Pänkäläinen, T., 2009. Learners encounter the diversity of the Finnish local school – ethnography of the school community adult learning together with the challenges and opportunities. Jyväskylä studies in education, psychology and social research, 364. English summary.
  • Stenhouse, L., 1981. What counts as research? British journal of educational studies, 29 (2), 103–114.10.1080/00071005.1981.9973589
  • Taylor, P., 2011. Approaches to teacher development in Finland – learning from a ‘high performer’ [online]. Paper presented to the UCET conference, November. Available from: http://www.ucet.ac.uk/downloads/4268–Approaches–to–teacher–development–in–Finland–learning–from–a–high–performer.pdf [ Accessed 19 November 2014].
  • Timperley, H., 2011. Realizing the power of professional learning. Maidenhead, UK: Open University Press.
  • Törmä, E.T., 2011. The teacher as a researcher looking for the essence of evaluation. A narrative on developing growth-oriented pupil assessment as an individual and collaborative process. Journal of teacher researcher, 335. Jyväskylä: University of Jyväskylä. English summary.
  • Wenger, E., 2000. Communities of practice and social learning systems. Organization, 7 (2), 225–246.10.1177/135050840072002

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.