692.3
Teachers Resisting ‘Accountability' Agendas: Tracing Stories of Transformative Learning
From these informant specific maps, we can however, begin to observe some broad patterns in relation to the coordination of teacher professional learning both within a given context and from one context to another, for example, the presence of ‘professional learning architects’ (PLA) in each context. The PLA played a critical role in ‘activating’ the governing texts in such a way as to allow teachers to resist the accountability agenda associated with professional standards and accreditation that often serve to narrow opportunities for transformative learning. As with the dialogic analysis of the interview transcripts, the approach to the maps reflects a desire to ‘stay close’ to the participants as individuals while at the same time opening up the uniqueness of each of their complex experiences to better understand how a managerial agenda might be resisted in the interest of transformative learning.