Preliminary Material / Amanda Berry , Allie Clemans and Alexander Kostogriz -- Political dimensions of teacher professionalism and professional learning / Alex Kostogriz -- Nebulous gobbledegook / Trevor Gale and Russell Cross -- Spaces of professional learning / Alex Kostogriz -- Fieldwork Supervision / Joce Nuttall , Brenton Doecke , Amanda Berry , Bella Jllesca and Jane Mitchell -- The confluence of doing, thinking and knowing / Russell Cross and Margaret Gearon -- Communal sites and dimensions of professional learning practice / Allie Clemans -- Collaborative inquiry for professional learning / Joanne Deppeler -- Mentoring as a process for engaging in professional learning / Deborah Corrigan -- Professional learning / Ian Mitchell -- ‘Professional learning communities’ / Libby Tudball -- Dimensions of self, identity and the shaping of practice / Amanda Berry -- Becoming a teacher / Judy Williams -- Profiles of beginning teachers’ professional engagement and career development aspirations / Helen Watt , Paul Richardson and Nicole Tysvaer -- Respectful encounters / Rosemary Viete and Eleanor Peeler -- Professional learning together / Amanda Berry and Samantha Scheele -- Moving between higher education and vocational education / Allie Clemans -- Teacher librarians: Their metamorphosis in the Google age / Rosamund Winter -- Contributors / Amanda Berry , Allie Clemans and Alexander Kostogriz -- Index / Amanda Berry , Allie Clemans and Alexander Kostogriz -- Further Reading / Amanda Berry , Allie Clemans and Alexander Kostogriz.

The contributors to this volume explore challenges and dilemmas around professional learning that confront educators in Australia. The book is organised around three dimensions of professional learning: professionalism, identity formation and communal sites of professional learning. It addresses important questions. In what ways do policies and practices mediate the construction of ‘a professional’ among current and future educators? How do communal spaces shape the professional learning of educators? What are the tensions that emerge in the construction of professional identity through professional learning? As a whole, all chapters provide insight into the dynamic nature of ‘professional becoming’.

Description based on print version record.