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ERIC Number: EJ1091797
Record Type: Journal
Publication Date: 2016-Feb
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0313-5373
"Being In" and "Feeling Seen" in Professional Development as New Teachers: The Ontological Layer(ing) of Professional Development Practice
Bills, Andrew M.; Giles, David; Rogers, Bev
Australian Journal of Teacher Education, v41 n2 Article 7 Feb 2016
Dominant discourses on professional development for teachers internationally are increasingly geared to the priority of ensuring individual teachers are meeting prescribed standards-based performance benchmarks which we call "performativities" in this paper. While this intent is invariably played out in individualised performance management meetings and "fly by" professional development workshops, our research into a NZ primary school discovered a counter-movement at work rejecting imposed standards and preoccupations with instrumental performativites and replacing these with teacher co-constructed and contextualised capacity matrices immersed within an "open" and "seeing" professional learning culture of support. Within manifestations of a rich and enabling culture of professional development the ontological nature of professional development within the school offers understandings which show the experiential nature of "being in" and "feeling seen" in professional development with consequent implications for improved classroom practices. The purpose of this paper is to discuss these issues.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Primary Education; Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A