Susanne Francisco – författare

Supporting the Workplace Learning of Vocational and Further Education Teachers is written to help people understand the arrangements in a workplace that enable and constrain teacher learning – and then to do something about it. It provides an accessible, research based, and practical guide to making changes in the workplace to enable teacher learning. The book illustrates approaches to supporting workplace learning through the extensive use of vignettes from real teachers and real teaching workplaces. With a focus on mentoring as an important component of teacher learning, it introduces the concept of a trellis of practices together with approaches for developing arrangements in the workplace that support teacher learning. It also examines the spaces between the personal and the professional and how these can become Communicative Learning Spaces where professional learning occurs. The strategies and ideas provided in this book can be implemented at a whole-of-organisation, teaching department, small team, or individual level. An essential resource for Vocational Education and Training (VET) and Further Education (FE) teachers and managers, as well as others who support teacher learning in the workplace, this book is written to help make a difference.

Supporting the Workplace Learning of Vocational and Further Education Teachers is written to help people understand the arrangements in a workplace that enable and constrain teacher learning – and then to do something about it. It provides an accessible, research based, and practical guide to making changes in the workplace to enable teacher learning. The book illustrates approaches to supporting workplace learning through the extensive use of vignettes from real teachers and real teaching workplaces. With a focus on mentoring as an important component of teacher learning, it introduces the concept of a trellis of practices together with approaches for developing arrangements in the workplace that support teacher learning. It also examines the spaces between the personal and the professional and how these can become Communicative Learning Spaces where professional learning occurs. The strategies and ideas provided in this book can be implemented at a whole-of-organisation, teaching department, small team, or individual level. An essential resource for Vocational Education and Training (VET) and Further Education (FE) teachers and managers, as well as others who support teacher learning in the workplace, this book is written to help make a difference.

This book is about the practices of leading and their arrangements in a range of contemporary educational contexts. It seeks to shift the traditional, individual, and role-based educational leadership narrative, to more transformational, shared, and ongoing practices between people, thereby decentring leadership.In this volume, contributors consider leading from a practice perspective across a range of educational contexts. Focusing on leading, rather than leadership, they examine how educational leaders lead through decentring from a range of positions and across a range of educational sectors from schools to higher education. Chapters attend to the practices of leading to ‘decentre’ normative, traditional notions of leadership that focus on the individual leader as the unit of study. They draw on the theory of practice architectures to understand leading as a shared and ongoing process rather than as an individual act. This growing body of work that uses the theory of practice architectures (TPA) is disrupting people’s thinking towards leading as a practice. Focusing on practices and their arrangements shifts the traditional, role-based educational leadership narrative to the more transformational elements of practice architectures in thinking about leading in contemporary contexts. Decentring Leadership will be a key resource for practitioners and researchers of education leadership and policy, educational administration, educational research, educational studies and sociology. It was originally published as a special issue of the Journal of Educational Administration and History.

This book is about the practices of leading and their arrangements in a range of contemporary educational contexts. It seeks to shift the traditional, individual, and role-based educational leadership narrative, to more transformational, shared, and ongoing practices between people, thereby decentring leadership.In this volume, contributors consider leading from a practice perspective across a range of educational contexts. Focusing on leading, rather than leadership, they examine how educational leaders lead through decentring from a range of positions and across a range of educational sectors from schools to higher education. Chapters attend to the practices of leading to ‘decentre’ normative, traditional notions of leadership that focus on the individual leader as the unit of study. They draw on the theory of practice architectures to understand leading as a shared and ongoing process rather than as an individual act. This growing body of work that uses the theory of practice architectures (TPA) is disrupting people’s thinking towards leading as a practice. Focusing on practices and their arrangements shifts the traditional, role-based educational leadership narrative to the more transformational elements of practice architectures in thinking about leading in contemporary contexts. Decentring Leadership will be a key resource for practitioners and researchers of education leadership and policy, educational administration, educational research, educational studies and sociology. It was originally published as a special issue of the Journal of Educational Administration and History.

This book was written to help people understand and transform education and professional practice. It presents and extends the theory of practice architectures, and offers a contemporary account of what practices are composed of and how practices shape and are shaped by the arrangements with which they are enmeshed in sites of practice. Through its empirically-based case chapters, the book demonstrates how the theory of practice architectures can be used as a theoretical, analytical, and transformational resource to generate insights that have important implications for practice, theory, policy, and research in education and professional practice. These insights relate to how practices are shaped by arrangements (and other practices) present in specific sites of practice, including early childhood education settings, schools, adult education, and workplaces. They also relate to how practices create distinctive intersubjective spaces, so that people encounter one another in particular ways (a) in particular semantic spaces, (b) that are realised in particular locations and durations in physical space-time, and (c) in particular social spaces. By applying such insights, readers can work towards changing practices by transforming the practice architectures that make them possible.

It presents and extends the theory of practice architectures, and offers a contemporary account of what practices are composed of and how practices shape and are shaped by the arrangements with which they are enmeshed in sites of practice.

This book critically explores urgent questions that researchers, educators, and policy makers need to consider and address in order to better our understanding and capacity to transform education. Focusing on areas that underpin the empirical, theoretical, and strategic research of the Pedagogy, Education and Praxis (PEP) International Research Network, it discusses the following topics: the nature of educational praxis; research approaches that facilitate praxis and praxis development; changing cultural, social, political and material conditions affecting the educational practices of teachers; and how good professional practice in teaching, leading, and professional learning are understood and experienced.Presenting findings emerging from the Pedagogy, Education and Praxis research, the book raises new questions and offers new ways of thinking about the identified issues and themes in light of current educational concerns and the prevalence of neoliberal conditions being experienced in educational settings around the globe. It provides supporting evidence and illustrative examples to help readers understand important concepts, situations, and concerns, and brings together intellectual and cultural-historical traditions that, when considered in relation to each other, open up critical opportunities and ideas orienting readers towards future educational transformation.