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Turning Points in Professional Development: : Establishing Reflective Learning Communities and changing Professional Identities

Wallace, Ruth and Mair, Kathie (2005). Turning Points in Professional Development: : Establishing Reflective Learning Communities and changing Professional Identities. In: 13th Annual International Conference on Post-Compulsory Education and Training, Gold Coast, Old, 5-7 December 2005.

Document type: Conference Paper
Citation counts: Google Scholar Search Google Scholar

IRMA ID 77258317xPUB3
Author Wallace, Ruth
Mair, Kathie
Title Turning Points in Professional Development: : Establishing Reflective Learning Communities and changing Professional Identities
Conference Name 13th Annual International Conference on Post-Compulsory Education and Training
Conference Location Gold Coast, Old
Conference Dates 5-7 December 2005
Conference Publication Title Vocational learning : transitions, interrelationships, partnerships and sustainable futures : Proceedings of the 13th annual International Conference
Place of Publication Brisbane, Old
Publisher Australian Academic Press
Publication Year 2005
Volume Number 2
ISBN 1-875378-60-X   (check CDU catalogue  open catalogue search in new window)
Start Page 253
End Page 260
Total Pages 8
HERDC Category E1 - Conference Publication (DEST)
Abstract Turning points is a pilot project successfully impemented by Charles Darwin University team and funded by the Northern Territory Department of Health and Community Services to respond to an community need for effective and sustainable professional development in early childhood education. The innovative approach develops professional learning communities who engage in a series of participatory action learning cycles that act as a framework for developing positive and self-sustaining learning experiences, networks and environments. This paper discusses the stages and elements of implementation that were central to the success of the pilot project and the lessons learned from stakeholders and parcipitants for further development. Of particular interest is the parcipitants' transition from workers who study to professionals who engage in learning experiences. This discussion informs the development of a model relevant to a wider range of professional learning contexts with specific reference to the related implications for post-compulsory teaching staff and organisations who facilitate the process and assessment, and the role of management committees who support the process in their organisation.
 
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Created: Fri, 12 Sep 2008, 08:35:25 CST by Administrator