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Cited by 168Teacher Education and Leadership StudiesTeacher Education and AssessmentsEducation Pedagogy and Practices

Teacher Professional Learning in a Neoliberal Age: Audit, Professionalism and Identity

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Mockler, Nicole·2013·Australian Journal of Teacher Education
DOI 10.14221/ajte.2013v38n10.8
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Abstract

This paper examines the current shape of teacher professional learning, or in-service teacher education, in Australia. Increasingly, teacher professional learning is positioned as both a sure-fire solution to some of the intransigent educational problems of our time, as well as a policy problem in and of itself. In this paper I explore some of the dominant discourses surrounding teacher learning, such as those related to professional standards, teacher professionalism and teacher quality, which regard teacher learning predominantly as about skill acquisition and competency development. I argue that the civil society aspirations of the Melbourne Declaration will better be met by conceptualising teacher professional learning as ‘identity work’. The paper concludes with some questions that might be used to guide thinking about teacher learning and development consistent with these aspirations.

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1 of the 32 references couldn’t be matched to a known paper.

Research works printed but not linked: 7

  1. Campbell, A., & Groundwater-Smith, S. (Eds.). (2010). Connecting inquiry and professional learning in education: Joining the dots. London and New York: Routledge.
  2. City, E. A., Elmore, R. F., Fiarman, S. E., & Teitel, L. (2009). Instructional rounds in education: Harvard Education Press Cambridge, MA.
  3. Mockler, N. (2013). Panic stations: The crisis of teacher quality in an era of standards and accountability. Paper presented at the Oxford Department of Education. Oxford University, May 2013.
  4. O'Neill, O. (2002). A question of trust: The 2002 reith lectures. Cambridge: Cambridge University Press.
  5. Preston, B. (1992). Teacher professionalism: Implications for teachers, teacher educators and democratic schooling. Paper presented at the AARE Annual Conference. Deakin University, Geelong, December 1992.
  6. Sachs, J., & Mockler, N. (2012). Performance cultures of teaching: Threat or opportunity? In C. Day (Ed.), Routledge international handbook on teacher and school development. Abingdon: Routledge.
  7. Sahlberg, P. (2011). Finnish lessons. New York: Teachers College Press.

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Authors
Mockler, N.
Affiliations
University of Newcastle Australia (AU)
Corresponding author
Mockler, Nicole
ORCID
Mockler, Nicole
Venue
Australian Journal of Teacher Education
Publisher
Edith Cowan University
Published
2013-10-01
Volume
38
Issue
10
ISSN
  • 0313-5373 (ISSN-L)
  • 1835-517X
DOI
10.14221/ajte.2013v38n10.8
OpenAlex
W2052476095
Cited by
168
References
32
Citations by year
2026: 9 · 2025: 10 · 2024: 17 · 2023: 16 · 2022: 15 · 2021: 28 · 2020: 18 · 2019: 8 · 2018: 14 · 2017: 16 · 2016: 7 · 2015: 6 · 2014: 3
FWCI
25.80
Type
journal article
Language
en
Open access
Locations
  • The Australian journal of teacher education (publishedVersion)
  • Australasian Journal of Paramedicine (submittedVersion)
  • Figshare (submittedVersion)
  • NOVA (University of Newcastle Australia) (submittedVersion)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Teacher Education and Assessments
  • Social Sciences › Education › Education Pedagogy and Practices
Keywords
teacher learning, continuing teacher education, neoliberalism, teacher professionalism, teacher identity, identity work, professional standards, teacher quality, civil society, auditing, competence development, teacher education policy

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