ABSTRACT

Similar to many other OECD countries, contemporary policy approaches to teacher professional learning in Australia are tied to the standardisation of the profession and characterised by compliance and performativity regimes of teacher participation in prescribed modes, types and quanta of professional learning. In this paper, we argue that such models fail to effectively support early career teachers’ engagement and growth in professional learning and erode the possibility of positive professional learner identity development. Through the lens of identity construction and attribution theory, we report on the ways 16 beginning teachers positioned themselves as professional learners while working in diverse school contexts across one large Australian educational jurisdiction. Findings from the analysis of semi-structured interviews highlight how important balanced and measured attributions of causality are to professional learner identity development. Implications for policy and practice are discussed.

摘要

与许多其他经合组织国家类似，澳大利亚当代教师专业学习的政策方法与专业标准化相关，其特点是教师参与规定的专业学习模式、类型和数量的合规性和表演性制度。在本文中，我们认为此类模型无法有效支持早期职业教师在专业学习中的参与和成长，并削弱了积极的专业学习者身份发展的可能性。通过身份建构和归因理论的视角，我们报告了 16 名新任教师在澳大利亚一个大型教育辖区的不同学校环境中工作时如何将自己定位为专业学习者。半结构化访谈分析的结果强调了因果关系的平衡和衡量归因对专业学习者身份发展的重要性。讨论了对政策和实践的影响。