This series purposely sets out to illustrate a range of approaches to Professional Learning and to highlight the importance of teachers and teacher educators taking the lead in reframing and responding to their practice, not just to illuminate the field but to foster genuine educational change.
Series Editor: J. John Loughran,
Monash University, Clayton, Australia
Editorial Board: Anthony Clarke,
University of British Columbia, Canada Renee Clift,
University of Arizona, USA Donald Freeman,
University of Michigan, USA Ruth Kane,
Ottawa University, Canada Mieke Lunenberg,
VU University, The Netherlands Mo Ching Magdalena Mok,
Hong Kong Institute of Education, Hong Kong Max van Manen,
University of Alberta, Canada
The series will be of interest to teachers, teacher educators and others in fields of professional practice as the context and practice of the pedagogue is the prime focus of such work. Professional Learning is closely aligned to much of the ideas associated with reflective practice, action research, practitioner inquiry and teacher as researcher.