Transferring Professional Learning
addresses the factors that facilitate and inhibit participants from sustainably
implementing what they have learnt on a professional preparation programme.
The series of cases presented in the book connect readers with real-life
stories of individuals whose experiences provide opportunities for reflection
on their own practice and pathways for growth individually and collectively. A
unique feature of the book is the discussion sections at the end of each
chapter, which, in essence, allow the reader to personalize and contextualize
the knowledge gained in each chapter, thereby providing a richer and deeper
hermeneutic experience. Thus, the structure of the book invokes meta-cognition.
The book draws attention to the critical role of context and culture in
sustaining the practices to which participants were introduced on the
programme, but even more so, it forces an interrogation of educators'
identities and personal philosophies. Through meaningful narratives, it
gives voice to the experiences of graduates working in various school
environments and cultural settings.