The current context of Queensland primary teacher engagement with professional learning through professional associations

Hobart, Leigh (2009) The current context of Queensland primary teacher engagement with professional learning through professional associations. Professional Doctorate thesis, Queensland University of Technology.


Engaging Queensland primary teachers in professional associations can be a challenge, particularly for subject-specific associations. Professional associations are recognised providers of professional learning. By not being involved in professional associations primary teachers are missing potential quality professional learning opportunities that can impact the results of their students. The purpose of the research is twofold: Firstly, to provide a thorough understanding of the current context in order to assist professional associations who wish to change from their current level of primary teacher engagement; and secondly, to contribute to the literature in the area of professional learning for primary teachers within professional associations. Using a three part research design, interviews of primary teachers and focus groups of professional association participants and executives were conducted and themed to examine the current context of engagement. Force field analysis was used to provide the framework to identify the driving and restraining forces for primary teacher engagement in professional learning through professional associations. Communities of practice and professional learning communities were specifically examined as potential models for professional associations to consider. The outcome is a diagrammatic framework outlining the current context of primary teacher engagement, specifically the driving and restraining forces of primary teacher engagement with professional associations. This research also identifies considerations for professional associations wishing to change their level of primary teacher engagement. The results of this research show that there are key themes that provide maximum impact if wishing to increase engagement of primary teachers in professional associations. However the implications of this lies with professional associations and their alignment between intent and practice dedicated to this change.

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ID Code: 46122
Item Type: QUT Thesis (Professional Doctorate)
Supervisor: Delahaye, Brian, Beutel, Denise, & O'Gorman, Lyndal
Keywords: access, actual intentions, administrative support, adult learners, andragogy, availability, awareness raising, awareness, better teacher, change, collaboration, committee executives, communities of practice, community structure, conferences, current context, current field, dated artifacts, diagram, driving forces, dynamics, constitution, education, elementary, engagement, engaging, espoused values, focus groups, force field analysis, friendship, gender, implementing change, inadequate systemic support, individuals, intentions, interest, interview, knowledge economy, lack of acknowledgement, lack of confidence, learners, learning organizations, legitimate systems, lewin, life stages, lifelong learning, location, model, money, networks, opportunity, other professional learning opportunities, passion, personal blocks, personal connection, personal invitation, personal reward, personal satisfaction, personal situation, primary school, primary teachers, principal interest, professional associations, professional connection, professional isolation, professional learning communities, professional learning, professional overload, professional responsibility, professional satisfaction, professionalism, professionalisation, Queensland, refreezing, relevance, relevant, resourcing, restraining forces, school-based accountability, school membership, semi-structured interviews, sense of belonging, shadow systems, social constructivism, social networking, societal complexities, student need, systemic learning, teacher accountability, teacher blocks, teacher commitment, teachers, teaching, time, transformational learning, transforming practice, uneven workloads, unfair funding, unfreezing, value of professional associations, Wenger, work life balance
Divisions: Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Institution: Queensland University of Technology
Deposited On: 23 Sep 2011 02:23
Last Modified: 25 Mar 2013 08:22

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