Professional learning promoting agency in challenging practice contexts: RWL12 SPECIAL ISSUE

Hopwood, N; Dhungana, P; Prasad Pant, B; Shrestha, D; Shahi, R

Professional learning promoting agency in challenging practice contexts: RWL12 SPECIAL ISSUE

Hopwood, N

Dhungana, P Prasad Pant, B Shrestha, D Shahi, R

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Publisher:: Taylor and Francis Group
Publication Type:: Journal Article
Citation:: Studies in Continuing Education, 2024, ahead-of-print, (ahead-of-print)
Issue Date:: 2024-01-01

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Field	Value	Language
dc.contributor.author	Hopwood, N https://orcid.org/0000-0003-2149-5834
dc.contributor.author	Dhungana, P
dc.contributor.author	Prasad Pant, B
dc.contributor.author	Shrestha, D
dc.contributor.author	Shahi, R
dc.date.accessioned	2024-01-25T04:19:33Z
dc.date.available	2024-01-25T04:19:33Z
dc.date.issued	2024-01-01
dc.identifier.citation	Studies in Continuing Education, 2024, ahead-of-print, (ahead-of-print)
dc.identifier.issn	0158-037X
dc.identifier.issn	1470-126X
dc.identifier.uri	http://hdl.handle.net/10453/174933
dc.description.abstract	This study promoted professional learning and agency through a pragmatic formative intervention. Participants sought to change professional practices in classrooms in response to critical reflection on pedagogic practices and wider social concerns. Australian researchers collaborated with teachers and teacher educators from Nepal, informed by cultural-historical activity theory (CHAT). Change Laboratory methods identified a contradiction between heavy curriculum content and pedagogies that were regarded as educationally desirable and socially just. Participants developed eight principles to help teachers enact high-quality, inclusive pedagogies. One group linked this to the idea of MicroProjects, a solution for time-pressed teachers that could embody all eight principles. They worked with teachers in a nearby school to develop and implement MicroProjects across the Grade 1–12 curriculum. The paper traces a cycle of expansive learning actions, revealing how committed, activist research methods promoted teacher professional learning and agency in challenging contexts of the Global South, shifting from what is towards what ought to be.
dc.language	English
dc.publisher	Taylor and Francis Group
dc.relation.ispartof	Studies in Continuing Education
dc.relation.isbasedon	10.1080/0158037X.2023.2219051
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.rights	“This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Continuing Education on 1 June 2023, available online: https://doi.org/10.1080/0158037X.2023.2219051”
dc.subject	1301 Education Systems
dc.subject.classification	Education
dc.subject.classification	3903 Education systems
dc.title	Professional learning promoting agency in challenging practice contexts: RWL12 SPECIAL ISSUE
dc.type	Journal Article
utslib.citation.volume	ahead-of-print
utslib.for	1301 Education Systems
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	embargoed	*
pubs.consider-herdc	false
utslib.copyright.embargo	2024-12-01T00:00:00+1000Z
dc.date.updated	2024-01-25T04:19:32Z
pubs.issue	ahead-of-print
pubs.publication-status	Published
pubs.volume	ahead-of-print
utslib.citation.issue	ahead-of-print

Abstract:

This study promoted professional learning and agency through a pragmatic formative intervention. Participants sought to change professional practices in classrooms in response to critical reflection on pedagogic practices and wider social concerns. Australian researchers collaborated with teachers and teacher educators from Nepal, informed by cultural-historical activity theory (CHAT). Change Laboratory methods identified a contradiction between heavy curriculum content and pedagogies that were regarded as educationally desirable and socially just. Participants developed eight principles to help teachers enact high-quality, inclusive pedagogies. One group linked this to the idea of MicroProjects, a solution for time-pressed teachers that could embody all eight principles. They worked with teachers in a nearby school to develop and implement MicroProjects across the Grade 1–12 curriculum. The paper traces a cycle of expansive learning actions, revealing how committed, activist research methods promoted teacher professional learning and agency in challenging contexts of the Global South, shifting from what is towards what ought to be.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/174933