Higher degree research as professional learning for teachers: A cohort perspective

This thesis explored how a cohort of six full-time teachers negotiated and explained their teaching practice as a result of their higher degree learning in a Master of Education. Reflections across multiple time phases of a research degree were analysed to understand how teachers negotiated the interdependent connections of knowledge production and reconstruction that occurred across their various ecologies of practices. The teachers reported an increasing confidence in critically evaluating and reflecting on their teaching practice, although the collisions between the circular time patterns of research learning and linear patterns of teaching practice were experienced as significant challenges