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ERIC Number: EJ1016516
Record Type: Journal
Publication Date: 2014-Jan
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0313-5373
The Long Journey: Developing a Model of PLD for the Future
Owen, Hazel; Dunmill, Merryn
Australian Journal of Teacher Education, v39 n1 Article 9 Jan 2014
This paper presents the longitudinal learning journey of two educators who participated in the Virtual Professional Learning and Development programme (VPLD) between 2010 and 2013. Each participant's story of change describes the process and outcomes of their involvement in a future-focused environment of virtual mentorship supported by a tailored online community of practice. The paper discusses and conceptualises (via an inclusive framework for professional development) key findings. Evidence is shown of shifts in the educators' beliefs about learning and teaching, corresponding changes in professional practice, and the impact on student learning experiences. The three interconnecting dimensions of the Inclusive Framework for Professional Development--personal, professional and political--provided a tool to encapsulate the tensions, challenges, aspirations and inspirations of the two participants' respective experiences. While the focus is not specifically novice educators, the authors highlight some of the implications for pre-service educator providers, as well as providing a framework that should prove useful for other practitioners involved in educator professional development.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A