Lessons to be learnt from two professional development programs

Smeed, Judy L. & Jetnikoff, Anita (2016) Lessons to be learnt from two professional development programs. Leading and Managing, 22(1), pp. 105-120.

View at publisher

Abstract

The involvement of teachers in any process which seeks to enhance classroom pedagogy is vital. In this area, professional development (PD) for teachers can be effective in developing and broadening classroom practices, but the process takes time. Teachers need time to reflect on their practice and be confident in implementing new programs and strategies by taking risks and employing different approaches in their pedagogy. There are various ways of initiating professional development which also take into account time for reflection. One is by the use of professional development to improve knowledge and skills. Another way is by teachers observing the practice of their colleagues before reflecting and modifying their own practice. This study discusses the findings of a case study where two different PD programs in a single secondary school were implemented with the assistance of two University Lecturers. The study revealed that although there were positive reflections on the development of knowledge and skills from the PD, factors such as collegiality and time and infrastructure constraints impacted the teachers involved in both the Reflective Practice and the technology PD programs. The school was part of the Brisbane Catholic Education Office (BCE) in Queensland, Australia and the researchers were both Senior Lecturers at the Queensland University of Technology in Brisbane.

Impact and interest:

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

35 since deposited on 15 Jan 2016
26 in the past twelve months

Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 91873
Item Type: Journal Article
Refereed: Yes
Additional URLs:
Keywords: Professional development of teachers, Sustainable Professional Development, Professional development models, Collaborative professional development, Professional Development and ICTs
ISSN: 1329-4539
Divisions: Current > Schools > School of Cultural & Professional Learning
Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
Funding:
  • BCEO/2013000861
Facilities: Central Analytical Research Facility
Copyright Owner: Copyright 2016 Australian Council for Educational Leaders
Deposited On: 15 Jan 2016 02:20
Last Modified: 10 May 2016 03:11

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page