The power of one? Conditions which challenge managerial professional development practices

Abstract

This paper draws upon Bourdieu's (1984) concepts of habitus, capital and field to better understand and appreciate the conditions which encouraged the productive professional development practices of one very capable teacher working in a secondary school in the British Midlands. Rather than celebrating this teacher's practices and perspective as evidence of the capacity of the heroic individual to overcome sometimes adverse circumstances, the paper reveals how the experiences of this teacher can be understood as an instance of the socially situated self, engaged by and engaging in an alternative politics to that associated with more managerial conceptions of teacher learning. The research calls for a cautious approach to those renderings of educational practice which construe the creative potential of the habitus, without sufficient regard for the actual conditions which contribute towards this creativity. In this way, the paper is presented not as an example of how one teacher overcame significant barriers to substantive learning practices -as a morality tale for other, individual educators to emulate -but as a provocation to suggest how some teachers' access to professional/community resources help them sustain a clear focus on substantive learning.

Teacher experiences with technology initiatives and understandings

“…As well, teachers already confident in technology have reported that they still need time to practice integrating it effectively (Sadaf, Newby, & Ertmer, 2012) Staff development leaders must begin to provide more opportunities within the meetings and trainings for staff to discuss best practices and pedagogy in addition to instruction led by technology. The more open discussion, the better received professional development will be (Hardy, 2014). This open dialogue will benefit everyone because it will promote asking questions which can enhance inquiry and strengthen teacher practice (Aritz, Walker, Cardon, & Zhang, 2017;Nicholson, Capitelli, Richert, Bauer, & Bonetti, 2016).…”

“…Trainings, professional development, and mentorships must provide more opportunities within meetings for active discourse among all participants. The greater open discussion opportunities, the better-received learning opportunities will be (Hardy, 2014). This open dialogue will benefit everyone because it will promote asking questions which can enhance inquiry and strengthen teacher practice (Artiz et al 2017;Nicholson et al, 2016).…”

“…In a study by Hardy (2014), when focused open dialogue was integrated into learning opportunities, interviews revealed that as time progressed, the subjects' disposition toward learning opportunities became more positive. The subjects credited the shift to the experiences and discursive reflection that they shared with colleagues daily regarding best practices for teaching.…”

“…Creating time to allow participants to learn and engage with one another will improve their ongoing practices (Raelin, 2015). Hardy (2014) helps frame learning opportunities as fluid and happening outside of structured environments. If the experience in the learning opportunities is positive, it will continue organically outside of the structured experience empowering all teachers to be leaders.…”

Leading-for-teacher-learning in Vietnam: A sociological analysis

“…They reveal that at the same time as teachers were actively involved in their learning, and supportive conditions were in evidence to enhance their learning, work intensification, stress, strong competition between teachers and schools were also evident in the context of increasingly market-oriented and managerialist approaches to schooling. This intensification is exacerbated by more globalised, neoliberal conditions within which teachers' work is unfolding (Ball, 2012), and which focuses attention on academic performance, particularly competitive testing, and numeric conceptions of that performance (Connell, 2013;Hardy, 2014;Hardy, 2015).…”