Dispositions of Teacher Learners

What are the dispositions of those teachers who naturally see themselves as learners and chief investigators of their own practice? What are the enabling and contextual factors?

This is what I am trying to find out through my PhD studies. My contention is that certain default and perhaps tacit understandings can predispose an individual to be unable to engage in the necessary formation and reformation of professional identity that is required to engage in new learning. This inhibiting behaviour results in an individual essentially “shutting up shop.” The inverse is also true however, and those teachers who are able to have multi-membership of different communities of practice within the broader landscape of practice seem to be at home in this process of identity formation and reformation. The insightful and intuitive organic dispositions of these individuals enable them to disregard boundaries and instead seamlessly cross boundaries of community, competence, knowledgeability and self-narrative whilst engaging in a multiplicity of practices within a specific context. This is what some might refer to as being innovative.

I’ve even started working on a model. It’s still early days but much of my current work is investigating Polanyi, Nonaka, Brock, Dreyfus, Agyris, Schon, Wenger, Beauchamp and Thomas.