Teachers' learning in complex times: Theorising teacher professional development practices under globalised policy conditions (2012–2014)

This project investigates the effects of strong, global policy support for standardized testing on the professional development practices of teachers working in schools serving varied SES communities in rural and urban locations in Australia. Improving teacher learning is essential for improving the learning outcomes of students, and enhanced student learning outcomes are essential for students' future roles as economically, socially and politically responsible and productive citizens. By researching the nature and variety of professional development practices of teachers in diverse settings, the project will indicate whether, how, and for whom, these global policy conditions lead to teacher learning which improves student learning.
Grant type:
ARC Discovery Early Career Researcher Award
Funded by:
Australian Research Council