Teacher learning: A process of grafting new truths on to old truths - a case study of teacher learning in an independent school

Norton, Patricia Jean (2006) Teacher learning: A process of grafting new truths on to old truths - a case study of teacher learning in an independent school. Professional Doctorate thesis, Queensland University of Technology.

Abstract

The intent of this professional doctorate study was to clarify theory and develop knowledge that could benefit the researcher's workplace. It achieved two aims. The first was the useful knowledge gained by the insider-researcher about how to effect teacher learning in a reform context. The second was the improved understanding of the uniqueness of contextual conditions that affected teacher learning in one school. A case study of a single school site was the means of examining the problem of what issues confronted teachers in learning new knowledge mandated by curriculum reform, along with why those issues existed and how teachers dealt with them.

A genealogical approach to the literature investigation determined where, why and how teacher learning should be effected in a learning community, in what reflected an "outside in" approach to the problem. However, the intent of the study was that this should be balanced by the "inside out" approach evident in the consideration of what teachers in a school had to say about the realities of teacher learning. Interviews with teachers considered good informants resulted in quality data that facilitated the construction of explanatory theory. A comparison of this theory constructed from data grounded in the realities of teachers' experiences with the theory derived from the literature constituted the final stage of clarifying the problem. Results from the study, therefore, represented both useful knowledge and understanding of the problem. These were of benefit to the specific school, while contributing to the professional efficacy of the researcher-insider, responsible for delivering curriculum reform that was dependent on teacher learning.

Impact and interest:

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205 since deposited on 03 Dec 2008
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ID Code: 16332
Item Type: QUT Thesis (Professional Doctorate)
Supervisor: Elliott, Robert
Keywords: teacher learning, beliefs, truths, quilt of knowledge, curriculum reform, learning community, case study, insider-researcher
Divisions: Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Department: Faculty of Education
Institution: Queensland University of Technology
Copyright Owner: Copyright Patricia Jean Norton
Deposited On: 03 Dec 2008 04:01
Last Modified: 10 Apr 2015 03:08

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