Re-imagining transformative professional learning for critical teacher professionalism: a conceptual review

Transformative professional learning is connected to educational and social transformation and possibilities for critical forms of teacher professionalism. Examining and fostering this connection requires greater conceptual clarity about these constructs and how they are enacted. A conceptual review, combining narrative and systematic methods, was undertaken, of research on transformative professional learning that embraced educational and social change, and of accounts of professional learning associated with critical forms of professionalism: activist, transformative and democratic. A common analytical frame was used consisting of modes of professional learning, educational purpose, knowledge, sociality, agency, and material and systemic arrangements. The conceptual framework used in the review has wider potential for analysing professional learning and its outcomes. The review indicates that transformative professional learning is under-theorised with accounts emphasising only one or two features, usually agency, collaboration, or educational purpose. We argue that transformative professional learning should be grounded additionally, in clarity about the purpose, knowledge and the relationship to knowledge that is developed. Different possibilities for enacting professional learning are identified that can foster critical teacher professionalism, including those rooted in teacher activism connected to wider social movements.

Re-imagining Teacher Professionalism through Transformative Learning

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.

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.