Harnessing professional dialogue, collaboration and content in context

David Lynch, Southern Cross University
Jake Madden, Southern Cross University
Bruce Allen Knight, Central Queensland University

Document Type Article


This paper investigates a new model for teacher professional learning that harnesses professional dialogue, the power of collaboration and a series of teacher learning contents, which occur in the teacher’s teaching context, for whole of school teaching practice effect. In more specific terms the paper examines the Collaborative Teacher Learning Model (CTLM) at St Augustine’s Primary School for key points of reference. In examining the model the paper reveals a series of key elements, which when orchestrated through a process that teachers feel comfortable with, generates capacities for teachers to improve their teaching practices.