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Teacher identity, teacher learning and school change: Intersecting stories

Netolicky, D.ORCID: 0000-0002-5258-0890 (2014) Teacher identity, teacher learning and school change: Intersecting stories. In: 29th Annual Research Forum. WAIER: Research Informing Reform, 26 July 2014, The University of Notre Dame, Fremantle.

Abstract

My PhD study uses the stories of teachers and school leaders involved in a school-based professional learning reform as a portal into the interconnected phenomena of teacher identity, teacher learning and school change. Rich narrative data recognise and celebrate the personal, situated and complex nature of teacher learning, as well as the intricacies of teacher and school leader identities. They illuminate how professional learning shapes teachers constantly shifting self-constructions, and how school leaders professional identities, perceptions of professional learning and strategic intentions shape the culture and enacting of professional learning in a school context. It is the little-explored amalgamation of teacher and school leader voice, through story, which is beginning to paint a multifaceted portrait of teacher learning from both insider (teacher) and strategic leadership (school leader) perspectives.

Sharing and analysing the stories of both the teachers involved in the school-based professional learning model, and the school leaders who are responsible for the strategic direction, management and resourcing of the initiative, hopes to reveal insights that can be applied to knowledge, theory and real-life educational contexts in which teacher growth, transformative professional learning, teacher buy-in and positive change management are the goal. From a personal perspective, this research has shaped my own identity and my own story.

Item Type: Conference Item
Murdoch Affiliation: Education
Conference Website: http://www.waier.org.au/
URI: http://researchrepository.murdoch.edu.au/id/eprint/56965
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