The DOI matches its Crossref record; 31 of the 32 references it cites were found in a registry or an index.
Teacher Professional Learning in a Neoliberal Age: Audit, Professionalism and Identity
Open accessAbstract
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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“Mockler (2013) and Sachs (2016) argue that promoting organisational professionalism through standards has resulted in diminished teachers' autonomy and professional identity in Australian schools.”
From Unveiling teachers’ professional agency and decision-making in professional learning: the illusion of choice (2025) · cites this paper as Mockler 2013
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Cites
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Professional Development and Teacher Learning: Mapping the Terrain
Borko, H. (2004) · Educational Researcher · doi:10.3102/0013189x033008003 · Cited by 4,208
Teachers' Professional Development in a Climate of Educational Reform
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Melbourne Declaration on Educational Goals for Young Australians.
Barr, A. C., Gillard, J., Firth, V., Scrymgour, M., Welford, R., Lomax-Smith, J. D., Bartlett, D., Pike, B., & Constable, E. (2008) · Cited by 1,158
Shaping a professional identity: stories of educational practice
(1999) · Choice Reviews Online · doi:10.5860/choice.37-2299 · Cited by 1,017
Teacher professional identity: competing discourses, competing outcomes
Sachs, J. (2001) · Journal of Education Policy · doi:10.1080/02680930116819 · Cited by 954
The neoliberal cascade and education: an essay on the market agenda and its consequences
Connell, R. W. (2013) · Critical Studies in Education · doi:10.1080/17508487.2013.776990 · Cited by 910
International Handbook of Educational Change
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Lieberman, A. (1995) · Phi Delta Kappan · Cited by 790
The Activist Teaching Profession
Sachs, J. (2003) · Cited by 756
Research works printed but not linked: 7
- Campbell, A., & Groundwater-Smith, S. (Eds.). (2010). Connecting inquiry and professional learning in education: Joining the dots. London and New York: Routledge.
- City, E. A., Elmore, R. F., Fiarman, S. E., & Teitel, L. (2009). Instructional rounds in education: Harvard Education Press Cambridge, MA.
- 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.
- O'Neill, O. (2002). A question of trust: The 2002 reith lectures. Cambridge: Cambridge University Press.
- 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.
- 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.
- Sahlberg, P. (2011). Finnish lessons. New York: Teachers College Press.
Cited by
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Teacher agency and professional practice
Molla, T., & Nolan, A. (2020) · Teachers and Teaching · doi:10.1080/13540602.2020.1740196 · Cited by 200
Churchward, P., & Willis, J. (2019) · Asia-Pacific Journal of Teacher Education · doi:10.1080/1359866x.2018.1555792 · Cited by 67
Creative pedagogy: a case for teachers’ creative learning being at the centre
Selkrig, M., & Keamy, K. (2017) · Teaching Education · doi:10.1080/10476210.2017.1296829 · Cited by 64
Understanding professional learning in and for practice
Salo, P., Francisco, S., & Olin, A. (2024) · Professional Development in Education · doi:10.1080/19415257.2024.2311108 · Cited by 61
Sharp, H., Hudson, S. M., Weatherby-Fell, N., Charteris, J., Brown, B., Lodge, J. M., McKay‐Brown, L., Sempowicz, T., Buchanan, R., Imig, S. R., et al. (2021) · Cambridge University Press eBooks · doi:10.1017/9781009571234 · Cited by 55
Metadata
- 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
- 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
- green
- ro.ecu.edu.au
- 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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