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dc.contributor.authorOwen, Hazel
dc.contributor.authorDunmill, Merryn
dc.date.accessioned2015-09-29T23:17:44Z
dc.date.available2015-09-29T23:17:44Z
dc.date.issued2014
dc.identifier.issn1835-517X
dc.identifier.urihttps://hdl.handle.net/10652/3049
dc.description.abstractThis paper presents the longitudinal learning journey of two educators who participated in the Virtual Professional Learning and Development programme (VPLD) between 2010 and 2013. Each participant’s story of change describes the process and outcomes of their involvement in a future-focused environment of virtual mentorship supported by a tailored online community of practice. The paper discusses and conceptualises (via an inclusive framework for professional development) key findings. Evidence is shown of shifts in the educators’ beliefs about learning and teaching, corresponding changes in professional practice, and the impact on student learning experiences. The three interconnecting dimensions of the Inclusive Framework for Professional Development - personal, professional and political - provided a tool to encapsulate the tensions, challenges, aspirations and inspirations of the two participants’ respective experiences. While the focus is not specifically novice educators, the authors highlight some of the implications for pre-service educator providers, as well as providing a framework that should prove useful for other practitioners involved in educator professional development.en_NZ
dc.language.isoenen_NZ
dc.publisherAustralian Journal of Teacher Educationen_NZ
dc.relation.urihttp://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2289&context=ajteen_NZ
dc.subjectprofessional learningen_NZ
dc.subjectprofessional developmenten_NZ
dc.subjectPLDen_NZ
dc.subjectelearningen_NZ
dc.subjectcase studiesen_NZ
dc.subjectVLPD program (New Zealand Ministry of Education)en_NZ
dc.titleThe long journey: Developing a model of PLD for the futureen_NZ
dc.typeJournal Articleen_NZ
dc.rights.holderThe authorsen_NZ
dc.identifier.doihttp://dx.doi.org/10.14221/ajte.2014v39n1.9.en_NZ
dc.subject.marsden130313 Teacher Education and Professional Development of Educatorsen_NZ
dc.identifier.bibliographicCitationOwen, H., and Dunmill, M. (2014). The long journey: Developing a model of PLD for the future. Australian Journal of Teacher Education, 39(1), pp.117-136. http://dx.doi.org/10.14221/ajte.2014v39n1.9.en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.institutionEthos Consultancy (New Zealand)en_NZ
unitec.institutionCORE Education (New Zealand)en_NZ
unitec.publication.spage117en_NZ
unitec.publication.lpage136en_NZ
unitec.publication.volume39(1)en_NZ
unitec.publication.titleAustralian Journal of Teacher Educationen_NZ
unitec.peerreviewedyesen_NZ
unitec.identifier.roms57101en_NZ


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