{"title":"Exploring teachers’ perceptions of professional learning for reflection: Unearthing the Murabbi within a Habermasian colonised lifeworld","authors":"Yara Yasser Hilal","doi":"10.1016/j.tate.2025.105131","DOIUrl":null,"url":null,"abstract":"<div><div>Professional learning (PL), particularly when it targets reflection, remains an area of concern within the persistent performative cultures of schools. Despite this concern, little research has used critical conceptual lenses to explore how teachers perceive PL. The study deploys Habermas's Theory of Communicative Action and Ibn Rushd's Murabbi concept to explore teachers' perceptions of effective PL for reflection in Lebanon, using semi-structured interviews. The findings reveal that PL thrives in intersubjective spaces where teachers problematise their practice and extend their contexts of relevance. The paper concludes with implications for policy, practice, and research.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105131"},"PeriodicalIF":3.9000,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X25002082","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Professional learning (PL), particularly when it targets reflection, remains an area of concern within the persistent performative cultures of schools. Despite this concern, little research has used critical conceptual lenses to explore how teachers perceive PL. The study deploys Habermas's Theory of Communicative Action and Ibn Rushd's Murabbi concept to explore teachers' perceptions of effective PL for reflection in Lebanon, using semi-structured interviews. The findings reveal that PL thrives in intersubjective spaces where teachers problematise their practice and extend their contexts of relevance. The paper concludes with implications for policy, practice, and research.
期刊介绍:
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.