The value of collaborative rounds for teacher professional learning in Australia

Mansfield, Caroline & Thompson, Greg (2016) The value of collaborative rounds for teacher professional learning in Australia. Professional Development in Education. (In Press)

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Abstract

Teacher professional learning (PL) is increasingly being viewed by governments, bureaucracies, and school systems as an important vehicle for improving teaching quality and effectiveness. This new enthusiasm, however, has to be set against a history of professional development in schools that was of marginal quality and benefit. In response to this history, education authorities are interested in PL that emphasises collaborative, relevant and authentic opportunities for teachers. This paper reports a study investigating the potential of a collaborative rounds-based approach for teacher professional learning conducted across three small primary schools in Western Australia. Using qualitative data gathered over a year, strengths and challenges of the rounds approach are explored. Findings show how this PL supported teacher learning, the perceived influence on classroom instruction and the benefits in working collaboratively. Challenges included time and logistics, overcoming anxiety about being observed and the process of learning observational skills. Implications for future implementation as well as policy and practice are discussed.

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ID Code: 94074
Item Type: Journal Article
Refereed: Yes
Additional URLs:
Keywords: Instructional rounds, professional learning, Teachers' Work
DOI: 10.1080/19415257.2016.1216883
ISSN: 1941-5265
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2016 Taylor & Francis
Deposited On: 02 Aug 2016 04:33
Last Modified: 22 Oct 2016 08:07

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