View in EDS

Teacher Learning as a Polyphonic Endeavor: A Context Sensitive Model of Teacher Professional Development

Saved in:
Bibliographic Details
Title: Teacher Learning as a Polyphonic Endeavor: A Context Sensitive Model of Teacher Professional Development
Language: English
Authors: Maryam Khosronejad (ORCID 0000-0001-9749-5000), Lauren Weber, Mary Ryan (ORCID 0000-0003-2237-9368)
Source: Teachers and Teaching: Theory and Practice. 2023 29(7-8):908-923.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2023
Document Type: Journal Articles
Reports - Descriptive
Education Level: Elementary Education
Descriptors: Faculty Development, Teacher Education, Affordances, Barriers, Context Effect, Professional Identity, Interaction, Classroom Communication, Elementary School Teachers, Foreign Countries
Geographic Terms: Australia
DOI: 10.1080/13540602.2023.2215709
ISSN: 1354-0602
1470-1278
Abstract: Despite an increasing interest in the sociocultural aspects of teacher professional development and the recognition of context in teacher education, there is a lack of a conceptualisation of how professional learning occurs within and across various contexts. To this aim, we take up a view of professional learning that is dialogic and apply the concept of "polyphony" to conceptualise teacher practice and teacher professional learning as the teacher's orchestration of multiple voices within context. Inviting "polyphony" to the realm of teacher education refers to the composition of multiple co-existing contextual affordances and constraints affecting teacher practice. It is the multitude of various and at times disagreeing voices surrounding teacher practice. Our proposed model offers a reflexive definition of "teacher agency" that involves the recognition of the voices that the teacher draws upon so that they can be interrogated and deliberately invoked or suppressed in practice for particular contexts. We discuss two methodological implications including a polyphonic design methodology of professional learning opportunities, and a polyphonic education research method in addressing the problem of teachers' implementation and adjustment to new practices.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1410988
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1410988
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Teacher Learning as a Polyphonic Endeavor: A Context Sensitive Model of Teacher Professional Development
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Maryam+Khosronejad%22">Maryam Khosronejad</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9749-5000">0000-0001-9749-5000</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lauren+Weber%22">Lauren Weber</searchLink><br /><searchLink fieldCode="AR" term="%22Mary+Ryan%22">Mary Ryan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2237-9368">0000-0003-2237-9368</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Teachers+and+Teaching%3A+Theory+and+Practice%22"><i>Teachers and Teaching: Theory and Practice</i></searchLink>. 2023 29(7-8):908-923.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Descriptive
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Affordances%22">Affordances</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Communication%22">Classroom Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/13540602.2023.2215709
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1354-0602<br />1470-1278
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Despite an increasing interest in the sociocultural aspects of teacher professional development and the recognition of context in teacher education, there is a lack of a conceptualisation of how professional learning occurs within and across various contexts. To this aim, we take up a view of professional learning that is dialogic and apply the concept of "polyphony" to conceptualise teacher practice and teacher professional learning as the teacher's orchestration of multiple voices within context. Inviting "polyphony" to the realm of teacher education refers to the composition of multiple co-existing contextual affordances and constraints affecting teacher practice. It is the multitude of various and at times disagreeing voices surrounding teacher practice. Our proposed model offers a reflexive definition of "teacher agency" that involves the recognition of the voices that the teacher draws upon so that they can be interrogated and deliberately invoked or suppressed in practice for particular contexts. We discuss two methodological implications including a polyphonic design methodology of professional learning opportunities, and a polyphonic education research method in addressing the problem of teachers' implementation and adjustment to new practices.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1410988
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1410988
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/13540602.2023.2215709
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 908
    Subjects:
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Affordances
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Context Effect
        Type: general
      – SubjectFull: Professional Identity
        Type: general
      – SubjectFull: Interaction
        Type: general
      – SubjectFull: Classroom Communication
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: Teacher Learning as a Polyphonic Endeavor: A Context Sensitive Model of Teacher Professional Development
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Maryam Khosronejad
      – PersonEntity:
          Name:
            NameFull: Lauren Weber
      – PersonEntity:
          Name:
            NameFull: Mary Ryan
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 1354-0602
            – Type: issn-electronic
              Value: 1470-1278
          Numbering:
            – Type: volume
              Value: 29
            – Type: issue
              Value: 7-8
          Titles:
            – TitleFull: Teachers and Teaching: Theory and Practice
              Type: main
ResultId 1