Thinking teacher professional learning performatively: A socio-material account

Abstract

New socio-economic conditions have resulted in significant reconfiguration of professional learning in terms of the increasing integration of work into curriculum, pedagogy and inter-professional relationships. This article examines the significance of 'more than human' dimensions for this learning, using resources provided by actor-network theory (ANT). Drawing on data collected as part of a national study of practices of teacher professional learning and professional teaching standards, it is argued that teacher professional learning can, with profit, be conceptualised as a performative knowledge practice constituted and enacted by people and tools in complex collectives. In this conceptua..