Enacted Personal Professional Learning Re-thinking Teacher Expertise
This book offers a vital new approach to teacher professional learning, drawing on teachers’ stories from the field. It investigates expert teachers’ professional learning and uses a narrative framework to analyse their meaning-making processes. The book
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Enacted Personal Professional Learning Re-thinking Teacher Expertise with Story-telling and Problematics
Enacted Personal Professional Learning
Carmel Patterson
Enacted Personal Professional Learning Re-thinking Teacher Expertise with Story-telling and Problematics
123
Carmel Patterson Faculty of Arts and Social Sciences University of Technology Sydney Ultimo, NSW, Australia
ISBN 978-981-13-6006-0 ISBN 978-981-13-6007-7 https://doi.org/10.1007/978-981-13-6007-7
(eBook)
Library of Congress Control Number: 2018966840 © Springer Nature Singapore Pte Ltd. 2019 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Singapore Pte Ltd. The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore
I dedicate this book to my parents, who continually provide support and enjoyment in being interested in and interesting to others. As always, I admire all who negotiate the disruptive dissonance of their own learning and who bravely share the stories of their developing expertise. I applaud their ongoing commitment that endows us with the creation of new knowledge and celebrates the understanding of self in sharing experience with others.
Foreword
In this book, Carmel Patterson introduces the notion of Enacted Personal Professional Learning (EPPL). In so doing, she draws attention to the nature of teaching in ways that highlight how sophisticated and complex the work is, while at the same time illustrating that teaching is not always understood that way (especially by politicians, policy makers and education bureaucrats) because the knowledge underpinning pedagogical expertise is mostly tacit. EPPL brings to the surface stories of practice that shine a light on the ways in which teachers develop, share and communicate their professional knowledge. EPPL
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