In-Service Teacher Professional Learning in Australia: Lessons Learnt from COVID-19

Maher, D

In-Service Teacher Professional Learning in Australia: Lessons Learnt from COVID-19

Maher, D

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Publisher:: United Arab Emirates University
Publication Type:: Journal Article
Citation:: The International Journal for Research in Education, 2022, 46, (2), pp. 84-125
Issue Date:: 2022-02-21

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Field	Value	Language
dc.contributor.author	Maher, D https://orcid.org/0000-0002-3566-0805
dc.date.accessioned	2023-06-07T01:17:27Z
dc.date.available	2023-06-07T01:17:27Z
dc.date.issued	2022-02-21
dc.identifier.citation	The International Journal for Research in Education, 2022, 46, (2), pp. 84-125
dc.identifier.issn	2519-6146
dc.identifier.issn	2519-6154
dc.identifier.uri	http://hdl.handle.net/10453/170669
dc.description.abstract	Abstract: Professional Learning (PL) for Australian teachers is a crucial and integral aspect of their practice and is mandated under Australian legislation. This article briefly describes PL in Australia and outlines the importance of teacher PL, setting out ways it can be undertaken in different jurisdictions around Australia. The focus then moves to a discussion on ways in which PL was impacted during 2020-2021 as a result of COVID-19. In particular, online PL is examined indicating that, for teachers in Australia, the move to online teaching and PL was sudden and was something teachers were not prepared for. Possible futures are explored with potential changes to the implementation of PL, incorporating online and face-to-face modes. Aspects of formal and informal learning are considered accordingly. In focusing on informal learning, the way that social media supported PL during COVID-19 is examined. The potential changing focus of PL as a result of COVID-19 is investigated with a focus on online safety, wellbeing (which includes suicide), and hybrid learning. The discussion on wellbeing indicates a need for increased teacher PL, with increased student concerns being reported as a result of COVID-19. Much of the content is viewed through an Australian lens, although this was not always possible given a scarcity of Australian research in some areas. Keywords: Professional learning, COVID-19, wellbeing, online safety, Australia
dc.language	ar
dc.publisher	United Arab Emirates University
dc.relation.ispartof	The International Journal for Research in Education
dc.relation.isbasedon	10.36771/ijre.46.2.22-pp84-125
dc.rights	info:eu-repo/semantics/openAccess
dc.title	In-Service Teacher Professional Learning in Australia: Lessons Learnt from COVID-19
dc.type	Journal Article
utslib.citation.volume	46
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
pubs.organisational-group	/University of Technology Sydney/Strength - CREDS - Centre for Research on Education in a Digital Society
utslib.copyright.status	open_access	*
dc.date.updated	2023-06-07T01:17:26Z
pubs.issue	2
pubs.publication-status	Published
pubs.volume	46
utslib.citation.issue	2

Abstract:

Abstract: Professional Learning (PL) for Australian teachers is a crucial and integral aspect of their practice and is mandated under Australian legislation. This article briefly describes PL in Australia and outlines the importance of teacher PL, setting out ways it can be undertaken in different jurisdictions around Australia. The focus then moves to a discussion on ways in which PL was impacted during 2020-2021 as a result of COVID-19. In particular, online PL is examined indicating that, for teachers in Australia, the move to online teaching and PL was sudden and was something teachers were not prepared for. Possible futures are explored with potential changes to the implementation of PL, incorporating online and face-to-face modes. Aspects of formal and informal learning are considered accordingly. In focusing on informal learning, the way that social media supported PL during COVID-19 is examined. The potential changing focus of PL as a result of COVID-19 is investigated with a focus on online safety, wellbeing (which includes suicide), and hybrid learning. The discussion on wellbeing indicates a need for increased teacher PL, with increased student concerns being reported as a result of COVID-19. Much of the content is viewed through an Australian lens, although this was not always possible given a scarcity of Australian research in some areas. Keywords: Professional learning, COVID-19, wellbeing, online safety, Australia

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http://hdl.handle.net/10453/170669