Teachers as Professional Learners: Contextualising Identity across Policy and Practice

1 Contextualising Teacher Professional Learning in Practice and PolicyIntroductionEntering the Teaching ProfessionA Focus on Professional LearningProfessional Learning in PolicyReferences2 Teachers as Professional LearnersIntroductionThe Experiences of Beginning TeachersProfessional LearningThe Beginning Teacher as Professional LearnerTeacher Identity and the Professional LearnerConclusionReferences3 Researching Beginning Teacher Professional Learning IdentityIntroductionBeginning Teachers Making Meaning of Their ExperiencesTypes of InterpretationsDimension of LocusDimension of StabilityDimension of ControllabilityResponses to InterpretationsLocus and Self-EfficacyStability and HopeControllability and MotivationThe Dimensions in ConcertAttribution Style and the Professional LearnerThe Process of Making MeaningConducting the StudySelecting and Adapting the SurveyCollecting Survey DataAnalysing Survey DataPreparing for InterviewsConducting InterviewsAnalysing Interview DataReporting MethodsConclusionReferences4 Understanding Professional Learning as PurposefulIntroductionA Balanced Way of Perceiving CausalityThe Complexity of Teachers' WorkShared ResponsibilityShared ControlA Sense of HopeNadia's StoryProfessional Learning as PurposefulConclusionReferences5 Experiencing Professional Learning as Work IntensiveIntroductionUnder PressureLiz and the Burden of Professional LearningHeather and the Lifting of the BurdenLosing Positivity as a Professional LearnerNo Time or Motivation to ReflectFear of JudgementPossibilitiesConclusionReferences6 Professional Learning as an Act of ComplianceIntroductionSuccess Is MineIt Is Not My FaultDamien: Unable to See the PointMark: Doing What Is RequiredMy Successes Are Mine and My Failures Are YoursA Change in Attitude to Professional LearningGetting StuckProfessional Learning as ComplianceA Compliance RegimeConclusionReferences7 Focusing on the FutureIntroductionThe Book in ReviewA Profile of Professional Learner IdentitiesImplications for SchoolsImplications for PolicyImplications for Future Educational ResearchConclusionReferences