Abstract
AbstractThis research study interrogates the self-reported perceptions of seven experienced Human Society and Its Environment (HSIE) teachers about the professional learning influencing their classroom teaching after being involved in a number of initiatives to improve their teaching in New South Wales (Australia). The results indicated that the teachers’ professional learning experiences, ways of thinking about professional learning and responses to implementation of new approaches to professional learning were dominated by traditional training models even while operating under a new state-wide professional learning model (Quality Teaching) approach. While the teachers acknowledged the value of reflective practice, collaborative networking and teaming, they found that difficulties in implementing these strategies within faculties and across schools lessened their impact. It was apparent that local institutional history, context and politics had an enormous impact on the success of the professional learni...
Highlights
The research base involving teacher professional learning is large and this study builds on and contributes to research on professional learning as part of a broader understanding of teacher change (Chin & Benne, 1976; Clarke & Hollingsworth, 2002; Guskey, 1986; Knight, 2002; Richardson & Placier, 2001)
This study analyses Human Society and Its Environment (HSIE) teachers’ interpretations and reflections on “best practice” professional learning with the introduction of the New South Wales Department of Education & Training Quality Teaching model (NSWQTM) (New South Wales Department of Education & Training, 2003). We addressed this issue by interrogating interviews undertaken with experienced teachers after written and verbal observation feedback was given to each of them by the researcher (Edge, 2012a, 2012b) on classroom observations (n = 61) of a number of lessons taught and conversations held about what influenced their individual teaching practices
In understanding the nature of best practice professional learning, the NSWQTM provided an indicator of good teaching and was supported by the Australian Government Quality Teaching Program (Australian Government Department of Education Employment and Workplace Relations [DEEWR], n.d.; Commonwealth of Australia, 2003, 2005)
Summary
The research base involving teacher professional learning is large and this study builds on and contributes to research on professional learning as part of a broader understanding of teacher change (Chin & Benne, 1976; Clarke & Hollingsworth, 2002; Guskey, 1986; Knight, 2002; Richardson & Placier, 2001). 3. Studying the professional learning experiences of seven classroom teachers This research examines the self-reported professional learning experiences of seven highly experienced junior secondary school teachers over the course of their careers and the change experiences associated with the local introduction of a model of quality teaching and the professional development model associated with it.
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