Potency in professional development for teachers
Bahr, Nan, Barton, Georgina, Dole, Shelley, & Bahr, Mark (2007) Potency in professional development for teachers. In Australian Association for Research in Education International Education Research Conference : Research Impacts: Proving or improving?, 25-29 November 2007, Perth. (Unpublished)
There has been significant research into the impact of professional development (PD) on professional organisation and behaviour. PD has emerged in a diversity of forms in schools. Programs range form one hit seminars provided by an external consultant, through to a broad range of programmed development plans that integrate seminars; school based planning groups, action research, collaborative projects across schools, clusters and with critical friends, and mentoring. PD has been delivered to prompt school and teacher professional transformation or to support an ongoing development plan. PD is not uni-lateral and exists to support a very wide range of school and teacher development needs. The relevance and effectiveness of PD design and delivery is tied to the nature of the PD need and the context of provision. This paper reports an investigation into efficacy of various approaches to PD in Queensland schools. The research drew on responses to an online survey tool, focus groups and semi-structured interviews with PD coordinators, teachers, and school and district administrators to develop a model for effective PD planning that considers strategies for addressing current and future PD need and amelioration of barriers to PD effectiveness.
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|Item Type:||Conference Paper|
|Keywords:||professional development, professional organisation, professional behaviour|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > OTHER EDUCATION (139900)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2007 Please consult the authors.|
|Deposited On:||28 Apr 2010 08:37|
|Last Modified:||21 May 2012 10:33|
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