Four teacher-networks were studied via participant observation, document analysis, focus group discussion and individual member-interviews. The specialist language teachers’ reported experience of collaborative professional learning within their regional, language-teacher networks during this time of curriculum change has provided some unique understandings about teachers as lifelong learners responding to change. Ways in which they respond to change and engage in knowledge-base expansion with and through their peers are explored and interpreted.
What the teacher-learners reveal in their reflections on networking is that, while they focus primarily on the moral and practical support provided by network participation, they do actually experience a great deal of professional learning in the network context, even when they are often unaware of this at the time. This issue of (lack of) self-awareness as a lifelong-learner is addressed briefly in the presentation. However, the greater emphasis is on the processes of collaborative, peer-mediated adult learning. The participants’ perceptions about specific ways in which their knowledge-base for teaching expands through network participation are presented in this session, along with observations about the process of collaboratively constructing or re-constructing knowledge in these areas, in response to imposed curriculum change.
|Keywords:||Responding to Change, Lifelong Learning/Knowledge-base Expansion, Professional Networks|
Lecturer in Education, School of Education, McAuley at Banyo Campu, ACU National, QLD, Australia
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