Abstract
In this article, teacher professional practice is conceptualised within a regenerative framing as a synthesis of intercultural perspectives drawn from wisdom traditions, placing ethics-in-action alongside reflection-in-action. Regenerative practice foregrounds the need for renewal connecting professional learning with lifelong learning. Global sustainability agendas also inform this endeavour, reminding us of our connectedness within living ecosystems while ‘local wisdom’ is considered a primary source to inspire regeneration. Ecological models of education are therefore explored to determine the nature and scope of regenerative practices. Isolation imposed by the global pandemic provided opportunity to reflect upon our own practices and how these inter-relational constructs, often at odds with competency-based requirements, might nevertheless be integrated into teacher professional development. Three layers of regenerative practice, ‘being with ourselves’, ‘being with nature’ and ‘being with each other’ are presented as integral to a holistic approach that can be aligned with and supported by teacher professional standards.
Original language | English |
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Article number | 6 |
Pages (from-to) | 91-107 |
Number of pages | 17 |
Journal | Australian Journal of Teacher Education |
Volume | 45 |
Issue number | 9 |
DOIs | |
Publication status | Published - 24 Nov 2020 |
Bibliographical note
Funding Information:The authors wish to acknowledge funding support from the Charles Darwin University College of Education Flagship Research Fund that enabled this project to proceed, together with ethics approval (H19064).
Publisher Copyright:
© 2020. All Rights Reserved.
Copyright:
Copyright 2021 Elsevier B.V., All rights reserved.