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

More than Standardisation: Teacher’s Professional Literacy Learning in Australia?

“…Such moves seem consistent with what Simons (2015) refers to as 'governing by examples ' (p. 715). In further acts of governance, large-scale, formal, face-to-face staff development initiatives are shaped to assist teachers to adopt these emphases (Doecke & Parr, 2011;Groundwater-Smith, Mitchell & Mockler, 2016;Mockler, 2013).…”

“…While adherents to a managerial approach to professional learning may express qualms about teacher participation in sophisticated knowledge work (see Mockler, 2013), multiliteracies a priori positions teachers and students to generate and resource ongoing, situated, and deeply conceptual activity. Seeking to facilitate this development, some Australian studies have provided teachers with conceptual supports for planning, and for grappling with multiliteracies terminology (see Callow, 2013;Exley & Mills, 2012).…”

“…To catalyse research for change, this paper incorporates sociocritical perspectives on professional learning and policy (Ball, Maguire & Braun, 2012;Connell, 2013;Mockler, 2013), multiliteracies theory (Bull & Anstey, 2010;Cope & Kalantzis, 2013;Kress, 2010;New London Group, 2000) and Cultural Historical Activity Theory (CHAT) (Engestrom, 2001(Engestrom, , 2011. Underpinned by commonalities, complementarities and unexplored interplays in the framework, the authors suggest that future research can contribute nuanced information and support to a range of educational stakeholders (such as teachers, school leaders and preservice teacher educators) who may be seeking to:…”

From Surveillance to Formation? A Generative Approach to Teacher ‘Performance and Development’ in Australian Schools

“…Elsewhere (Mockler, 2013), I have discussed at some length this shift and its consequences for teacher professional learning, arguing that the rise of 'teacher quality' has consequently narrowed the definition of generative teacher professional learning, increasingly linking professional learning to teaching standards that promote narrow technical definitions of 'good teaching'. Marilyn Cochran-Smith reminds us of the 'unforgiving complexity' of teaching, which renders these narrow definitions redundant and underpins the need for professional development responsive to the demands of the role.…”

Volunteering within Initial Teacher Education: Factors that Boost and Block Participation

“…It has been argued that the profession requires critical, intelligent practice that accommodates contextual and individual differences and enables ITE students to become good teachers in the fullest sense of the term (Connell, 2009;Mockler, 2013). Participation in voluntary community-based educational activities can complement the aims of ITE.…”