Professional learning as policy enactment: The primacy of professionalism




Educational policy, policy enactment, teacher professional learning, professionalism, occupational professionalism, organizational professionalism


In this article, we draw upon notions of occupational professionalism and organizational professionalism to interrogate the complex, and sometimes contradictory, teacher learning practices that characterize educational policy enactment. We apply these understandings to the Growing Success assessment and evaluation policy in Ontario, Canada, and in relation to how five educators in varied positions in a regional school district made sense of this policy through professional learning. Our research considers how the interactions between professionalism and teacher learning can be deployed to better understand policy enactment as part of educators’ work and learning. The research reveals that organizational professionalism, characterized by hierarchical modes of decision-making, standardized work practices, external regulation and accountability processes, limited teachers’ learning. However, at the same time more occupational professionalism cultivated forms of professional learning necessary for productive enactment of educational policy. In relation to teacher learning for policy enactment, more occupational professionalism was characterized by, inter alia, commitment to student learning, the generation of dialogue about teachers’ assessment practices, coherence in relation to the whole reform agenda, a focus upon the immediacy of practice, and accountability to one another. The research indicates that even as more organizational professionalism is clearly evident in policy reform, the occupational cultures fostered by districts and schools can have significant beneficial effects for how teacher learning is expressed as a form of policy enactment.


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Author Biographies

Ian J. Hardy, The University of Queensland

Ian Hardy is an Associate Professor in the School of Education, The University of Queensland, Brisbane, Australia.  Dr Hardy researches and teaches educational policy and practice, with a particular focus upon teachers’ learning under current policy conditions. He is author of The politics of teacher professional development: Policy, research and practice (New York: Routledge, 2012).  He has recently been researching the nature of teachers’ learning in relation to curricula policy practices, and globalized educational reform practices more generally, in Australia, Canada, Finland, Sweden and the United States.

Wayne Melville, Lakehead University

Wayne Melville is a Professor of Science Education in the Faculty of Education at Lakehead University, Thunder Bay, Ontario, Canada. His research interests are focused on the school science department, and how it shapes, and is shaped by, the professional learning of its members. Dr. Melville is also currently one of the Co-Editors in Chief for the Journal of Science Teacher Education, and the Chair of Undergraduate Education at the Faculty of Education.




How to Cite

Hardy, I. J., & Melville, W. (2019). Professional learning as policy enactment: The primacy of professionalism. Education Policy Analysis Archives, 27, 90.