Literaturnachweis - Detailanzeige
| Autor/inn/en | Blackley, Josephine; Wells, Muriel |
|---|---|
| Institution | Australian Teacher Education Association (ATEA) |
| Titel | Supporting Teachers as Researchers (STAR): A Model for Sustainable Professional Learning |
| Quelle | (2009), (18 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Learner Engagement; Communities of Practice; Action Research; Educational Change; Teacher Researchers; Sustainability; Professional Education; Educational Improvement; Improvement Programs; Interviews; Questionnaires; School Support; Technical Assistance; Training Methods; Faculty Development; Educational Principles |
| Abstract | Supporting Teachers as Action Researchers (STAR) explores how school improvement initiatives may be sustained over time. It represents stage one of a broader investigation into how teachers' professional learning may be enhanced by positioning teachers as practitioner researchers and professionals who are capable of generating change from within their local context. This research project has looked at how can schools develop and sustain curriculum and pedagogical initiatives by combining the principles of action research and communities of practice, and how teachers' professional learning can be enhanced through regional and university support for teachers as researchers employing an action research model. This paper draws on data from nineteen Victorian Catholic Primary Schools under a regional initiative that asked this key question "What does it mean to personalise learning for students in the 21st century?" Participating schools were involved in a multi-layered approach that used an action research model to facilitate professional learning. This approach required teachers in the schools to work with researchers to design and undertake school improvement initiatives designed to redress low levels of student engagement. This research represents a vision of teachers' professional learning that is enhanced by positioning teachers as researchers and is underpinned by a well developed model for sustained professional learning in which teachers are given space to bring new and renewed professional knowledge to their work. The design principles of this professional learning model, which contribute to its overall effectiveness, are identified in this paper. They include the elements of knowledge creation, time, strategic and ongoing support and rigorous accountability. This paper aims to contribute to this debate surrounding models of professional development/professional learning that can lead to sustained change in teaching and improved outcomes for the students. Analysis of the model points to the opportunities for a more personalised approach to teaching in classrooms and to professional learning for teachers. (Contains 10 tables.) (As Provided). |
| Anmerkungen | Australian Teacher Education Association. e-mail: secretary@atea.edu.au; Web site: http://atea.edu.au |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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