5306092_AharonianNicole(Nikki)IraPhDThesis12August2017.pdf (3.68 MB)
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Dialogic professional learning for Israeli teachers: A narrative inquiry

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posted on 31.08.2017, 01:08 authored by NICOLE IRA AHARONIAN
Situated in a period of educational standardisation, this critical, reflexive practitioner inquiry investigates ten Israeli primary school teachers’ experiences and understandings of their learning. My own learning as teacher educator is also explored. Using narrative inquiry methods and Bakhtin’s conception of dialogism, I present narrative based accounts of the teachers’ experiences of learning in and around a shared professional learning program. Over seven years, that program positioned professional writing as central in the teachers’ learning. The study conceptualises teacher learning as a complex, dialogic experience, often undertaken within structured programs, but which invariably extends into other dimensions of teachers’ professional and personal lives.


Campus location


Principal supervisor

Graham Parr

Additional supervisor 1

Scott Bulfin

Year of Award


Department, School or Centre



Doctor of Philosophy

Degree Type



Faculty of Education