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dc.contributor.authorMelville, Wayne Stuart
dc.contributor.supervisorProf. Bevis Yaxley
dc.contributor.supervisorProf. John Wallace

This thesis investigates professional learning in a school-based community of science teachers. Transcripts of science staff meetings were analysed using two frameworks. These frameworks relate to the notions of community and professional learning. The school-based community is interpreted in terms of three metaphors of understanding: meanings, practice and identity. Professional learning is interpreted in terms of how the teachers learn the episteme, techne and phronesis of their science teaching. I propose that professional learning occurs when teachers engage in virtues-based personal reflection and/or public discourse around episteme, techne and phronesis in the spaces 'in-between' the metaphors of community. This proposition raises implications for the accessibility of professional learning and the relationship between community and organisational boundaries.

dc.publisherCurtin University
dc.subjectcommunity and professional learning
dc.subjectteacher professionalism
dc.subjectscience education
dc.titleProfessional learning in a school-based community of science teachers
curtin.thesisTypeTraditional thesis
curtin.departmentScience and Mathematics Education Centre
curtin.accessStatusOpen access

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