The Dynamics of Professionalism in Australian Education Reform
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Beschreibung
"This is a timely, thoughtful, and important book that will help teachers, principals, and policymakers think more deeply about the future of teaching and educational reform in Australia.”
—Pasi Sahlberg, Professor in Educational Leadership, University of Melbourne, Australia
The book addresses the question of how education systems navigate the complexity of system-wide reforms through an in-depth analysis of the experience of an Australian system’s reform implementation. It makes a timely and significant contribution to the advancement of education policy and practice by critically examining how system-wide, professionalism-based reform initiatives—particularly those centered on Professional Learning Communities (PLCs)—are enacted within contemporary educational systems. Drawing from a rich, qualitative case study of reform efforts in one Australian Education jurisdiction, the book delves into the complex interplay of leadership capacity, autonomy, systemic beliefs, and the imperative to improve educational equity and quality. By highlighting both the enabling and constraining forces in systemic reform enactment, and offering a practical framework (FASWER) to guide adaptive implementation, the authors provide valuable insights that bridge theory and practice.
Sally Rule is Lecturer in the Faculty of Education at the University of Canberra, Australia. She specialises in educational leadership, professional learning and school improvement and has presented her research at national and international conferences.
Ting Wang is Distinguished Professor at School of Education, Hangzhou Normal University and Emeritus Professor of the University of Canberra, Australia. She specialises in educational leadership and policy, professional learning communities, comparative and international education.
The book addresses the question of how education systems navigate the complexity of system-wide reforms through an in-depth analysis of the experience of an Australian system’s reform implementation. It makes a timely and significant contribution to the advancement of education policy and practice by critically examining how system-wide, professionalism-based reform initiatives—particularly those centered on Professional Learning Communities (PLCs)—are enacted within contemporary educational systems. Drawing from a rich, qualitative case study of reform efforts in one Australian Education jurisdiction, the book delves into the complex interplay of leadership capacity, autonomy, systemic beliefs, and the imperative to improve educational equity and quality. By highlighting both the enabling and constraining forces in systemic reform enactment, and offering a practical framework (FASWER) to guide adaptive implementation, the authors provide valuable insights that bridge theory and practice.
Presents a critique of neoliberal, market-driven approaches in education reform Present emerging professionalism-based models grounded in collaboration, equity, and system-level improvement Offers a compelling, original, and timely contribution to the field of international and development education
Autor*in
Sally Rule
Themen in »The Dynamics of Professionalism in Australian Education Reform«
education reform professional learning communities education policy Australian Capital Territory systems leaders educational administration