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.
Smith, S. E.,
Mason, J. C.,
& Bowden, M.
Local Wisdom in Regenerative Teacher Practices.
Australian Journal of Teacher Education, 45(9).