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ERIC Number: EJ1107518
Record Type: Journal
Publication Date: 2015
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1358-684X
Professional Learning and the Unfinalizable: English Educators Writing and Telling Stories Together
Parr, Graham; Bulfin, Scott
Changing English: Studies in Culture and Education, v22 n2 p157-175 2015
Standards-based education reforms and intensified accountability regimes are now a feature of most countries' agendas to improve the quality of their teaching workforces. One of the direct consequences of these reforms is a requirement that teachers demonstrate their ongoing participation in forms of professional development or professional learning throughout their careers. Along with this, there has been a narrowing of what is acknowledged by standards-based accountability regimes as discipline-based professional knowledge and "valuable" professional development. This essay is a dialogic, reflexive account of a professional learning and writing project for English teachers and teacher educators in Australia, begun in 2013, called the "stella2.0" project. The project builds on the groundbreaking work of the STELLA project in Australia from the turn of the century, and some other models of teacher writing projects across the world. Drawing on Cavarero, we critically scrutinize writing and storytelling in the dialogic professional community of the "stella2.0" project, and in the process "speak back" to standards-based reform policies that undermine English educators' agency and professionalism.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A