Loading
Loading

Home > Reflective Teaching in Secondary Schools > 5. Deepening understanding > 17. Professional learning > Further Reading > Understanding the 'professional' in career-long professional learning


  1. 1. Becoming a reflective professional
       1. Identity
       2. Learning
  2.    3. Reflection
  3.    4. Principles
  4.    Observing [supplementary chapter]
  5.    Enquiry [supplementary chapter]
  6.    Mentoring [supplementary chapter]
  7.    Techniques of enquiry
       [supplementary chapter]

  8. 2. Creating conditions for learning
  9.    5. Contexts
  10.    6. Relationships
  11.    7. Engagement
  12.    8. Spaces

  13. 3. Teaching for learning
  14.    9. Curriculum
  15.    10. Planning
  16.    11. Pedagogy
  17.    12. Communication
  18.    13. Assessment

  19. 4. Reflecting on consequences
  20.    14. Outcomes
  21.    15. Social justice
  22.    Judgement
       [supplementary chapter]

  23. 5. Deepening understanding
  24.    16. Teacher expertise
  25.    17. Professional learning
  26.    18. Professionalism
  27.    Starting out [supplementary
       chapter]
  28.    Improvement [supplementary
       chapter]

Understanding the 'professional' in career-long professional learning

An excellent overview of key dimensions of professionalism, including a paper by Sally Power on ‘the imaginative professional’ is:

  • Cunningham, B. (Ed.) (2008) Exploring Professionalism, London: Institute of Education. (Reading 17.4)

Eric Hoyle’s classic paper on restricted and extended professionalism can be found in:

  • Hoyle, E. and Megarry, J.  (2005) World Yearbook of Education 1980: The Professional Development of Teachers (reprinted), London: Routledge.

For a historically contextualised account of the development of teachers’ professional agency, see:

  • McCullough, G., Helsby, G. and Knight, P. (2000) The Politics of Professionalism: Teachers and the Curriculum, London: Continuum.

More in this chapter