In this theoretical and reflexive article, we explore the process of developing principles of practice, the concept behind a different approach to professional learning for teachers at international schools. The concept of principles of practice was developed in the context of a year-long professional learning programme offering a small group of teachers (25) a space for depth-engagement with research and encouraging radical thinking about the nature of schooling. Engaging seriously with the principles of practice obliges teachers to embrace lack of consensus as a profoundly positive aspect of professional practice, and it demands that teachers rethink schooling, often in ways that are disruptive to received wisdom about what ‘works’ or what is ‘good’ about it. Challenge and resistance are important parts of this process, and there is perhaps no better time to be asking uncomfortable questions about the future of international schooling. However, asking such questions is no easy task, which leads to a further pragmatic question: how can such a programme be made sustainable in the broader ecosystem of an international school organisation? Exploring this question reveals the radical promise of the concept underpinning this particular example of professional learning.
Alexander, Patrick Perche, Jacques-Olivier
School of Education
Year of publication: 2022Date of RADAR deposit: 2022-10-17