Abstract
This paper discusses a CPD programme which achieved effective professional learning by engaging with the social and institutional dimensions of learning culture, through an understanding of learning as a process of becoming. The pedagogy of teacher education was enacted as an intentional discursive move to project some discourses and resist others, in a contested space created by hybrid policy discourses. The paper describes a pedagogy that drew on ideas of social learning in communities of enquiry and engaged with a number of synchronising discourses for the co-construction of an imagined community and towards the negotiation of a shared but pluralistic professional identity. The value of a VLE as a mediating tool is considered. Finally, some evidence of transformation - of practitioners becoming activist professionals - is presented.
Original language | English |
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Number of pages | 10 |
Publication status | Unpublished - 2008 |
Event | ESREA Learning Identities Network Conference - Seville, Spain Duration: 26 Nov 2008 → 28 Nov 2008 |
Conference
Conference | ESREA Learning Identities Network Conference |
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Country/Territory | Spain |
City | Seville |
Period | 26/11/08 → 28/11/08 |