Re-imagining Teacher Professionalism through Transformative Learning

What is it about?

This review examines transformative professional learning, which is connected to educational and social transformation and critical forms of teacher professionalism. It argues that the connection between these constructs needs greater conceptual clarity. The review uses a common analytical framework to examine research on transformative professional learning that embraces change and accounts of professional learning associated with critical forms of professionalism. It identifies different modes of professional learning, including collaborative inquiry and practitioner research, and suggests that transformative professional learning should be grounded in clarity about purpose, knowledge, and the relationship to knowledge. The review also identifies three different critical professional orientations: activist, democratic, and social movement teacher activists.

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Why is it important?

This research is important because it highlights the need for a clearer understanding of transformative professional learning and its connection to educational and social transformation, as well as the development of critical forms of teacher professionalism. The study emphasizes the importance of purpose, knowledge, and the relationship between knowledge and critical professionalism in fostering transformative professional learning. Furthermore, the research identifies different modes of professional learning and their relationship to fostering critical teacher professionalism, which can inform the design and research of professional learning programs. Key Takeaways: 1. The knowledge base on transformative professional learning as related to critical professionalism is limited in terms of volume and geographical location. 2. Transformative professional learning can be enacted in different ways, but a fuller and more detailed account is needed beyond teacher agency and collaboration. 3. Collaborative and agentic forms of professional development may be a necessary condition for criticality but are not sufficient. 4. Different modes of professional learning can foster critical teacher professionalism, including teacher activism connected to wider social movements.