Reflections on professional learning

Critical Perspectives on Professional Learning: Re-framing the Future, the compelling title of a symposium on Professional Learning held at the Institute of Education, Dublin City University (DCU) and conducted by members of the editorial board of the journal Professional Development in Education (PDiE), drew the attendance of key stakeholders in education in the Republic of Ireland. Representatives from the Teaching Council, the Professional Development Service for Teachers, Irish National Teachers’ Organisation, National Council for Curriculum and Assessment, teacher educators from a number of universities, professionals involved in continuing professional development, and teachers from across primary, post-primary, and outreach sectors were invited to consider six thought-provoking questions on key dimensions for re-framing professional learning. These included:

• teaching quality,
• theoretical tools for understanding professional learning,
• positioning of professional learning, and leadership policy and practice,
• re-imagining evaluation of professional learning,
• positioning of practitioner research as an instrument of professional development,
• and, the hegemony that shapes current approaches to professional learning with implications of different conceptions of this for society.

The format of elevator pitch followed by a brief period for ‘group and share’ on each perspective and concluding with a whole group discussion was welcomed by the symposium participants as they were afforded opportunity to reflect on each pitch separately and then contribute to debate on issues opened by them to the floor. This format was particularly effective in creating space for participation. The elevator pitch on each dimension was skilfully crafted to challenge symposium participants to question assumptions, processes, practices, and policies in the context of their intersections with professional learning. Processes for recruiting, retaining, motivating and developing teachers came under the microscope. Barriers to engagement and interaction with professional learning were explored. Affordances and constraints in policies of professional learning were considered. Empowerment evaluation was raised in connection with embedding cultures of professional learning in everyday practice. Embracing ‘brave research’ involving collaboration among academics, teachers, and teacher educators, that was work related, challenged perspectives, and shared on a range of levels was proposed. In the quest to understand what counts and what is silenced in approaches to professional learning, developing critical professionalism was highlighted. Participants drew on examples from the Irish context to support their points, illustrating connections between the local and global on issues of professional learning while highlighting features distinctive to the education system and professional learning in the Republic of Ireland.

Reflecting on the symposium, it seems that wherever the re-framing of professional learning leads, the future continues to be about collective commitment to building the knowledge base of teaching and practice, and affording informed and creative opportunities for professional growth. Beckoning a little turbulence however, the future is also about the question of relevance and who decides what is relevant professional learning, the collaborative generation of knowledge, information and evidence for decision-making and evaluation, and the individual and collective enterprise of subjecting assumptions, processes, and practices to critical scrutiny so that professional learning is empowering for teachers and their learning, autonomy, and leadership are continually enhanced.

Author

Dr. Orla NíBhroin
orla.níbhroin@dcu.ie

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