Professional learning in a school-based community of science teachers
This thesis investigates professional learning in a school-based community of science teachers. Transcripts of science staff meetings were analysed using two frameworks. These frameworks relate to the notions of community and professional learning. The school-based community is interpreted in terms...
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| Format: | Thesis |
| Language: | English |
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Curtin University
2005
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| Online Access: | http://hdl.handle.net/20.500.11937/435 |
| _version_ | 1848743377760157696 |
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| author | Melville, Wayne Stuart |
| author_facet | Melville, Wayne Stuart |
| author_sort | Melville, Wayne Stuart |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This thesis investigates professional learning in a school-based community of science teachers. Transcripts of science staff meetings were analysed using two frameworks. These frameworks relate to the notions of community and professional learning. The school-based community is interpreted in terms of three metaphors of understanding: meanings, practice and identity. Professional learning is interpreted in terms of how the teachers learn the episteme, techne and phronesis of their science teaching. I propose that professional learning occurs when teachers engage in virtues-based personal reflection and/or public discourse around episteme, techne and phronesis in the spaces 'in-between' the metaphors of community. This proposition raises implications for the accessibility of professional learning and the relationship between community and organisational boundaries. |
| first_indexed | 2025-11-14T05:44:36Z |
| format | Thesis |
| id | curtin-20.500.11937-435 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T05:44:36Z |
| publishDate | 2005 |
| publisher | Curtin University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-4352017-02-20T06:42:28Z Professional learning in a school-based community of science teachers Melville, Wayne Stuart community and professional learning teacher professionalism science education This thesis investigates professional learning in a school-based community of science teachers. Transcripts of science staff meetings were analysed using two frameworks. These frameworks relate to the notions of community and professional learning. The school-based community is interpreted in terms of three metaphors of understanding: meanings, practice and identity. Professional learning is interpreted in terms of how the teachers learn the episteme, techne and phronesis of their science teaching. I propose that professional learning occurs when teachers engage in virtues-based personal reflection and/or public discourse around episteme, techne and phronesis in the spaces 'in-between' the metaphors of community. This proposition raises implications for the accessibility of professional learning and the relationship between community and organisational boundaries. 2005 Thesis http://hdl.handle.net/20.500.11937/435 en Curtin University fulltext |
| spellingShingle | community and professional learning teacher professionalism science education Melville, Wayne Stuart Professional learning in a school-based community of science teachers |
| title | Professional learning in a school-based community of science teachers |
| title_full | Professional learning in a school-based community of science teachers |
| title_fullStr | Professional learning in a school-based community of science teachers |
| title_full_unstemmed | Professional learning in a school-based community of science teachers |
| title_short | Professional learning in a school-based community of science teachers |
| title_sort | professional learning in a school-based community of science teachers |
| topic | community and professional learning teacher professionalism science education |
| url | http://hdl.handle.net/20.500.11937/435 |