Situated researcher reflections and professional learning journeys

This research report comments on some key theoretical aspects of the author's recently completed Doctor of Education thesis regarding teacher professional development. These aspects are situativity theory, communities of practice and being a situated reflective practitioner. During the six years of part-time study, as a situated researcher working professionally in the educational community, the author was living these theoretical propositions, researching professional learning while situated in the community, and learning and collaborating within multiple educational communities. The situativity theory framework used for data analysis was also the basis of the author's situated research reflections. With the goal of the formal doctoral qualification achieved, the process of collaborative professional learning and making a contribution is ongoing.