• Login
    View Item 
    •   Research Bank Home
    • Study Areas
    • Education
    • Education Dissertations and Theses
    • View Item
    •   Research Bank Home
    • Study Areas
    • Education
    • Education Dissertations and Theses
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Secondary teacher experiences of professional development : a focus on sustained application to practice

    Wright, Martin

    Thumbnail
    Share
    View fulltext online
    Martin Wright.pdf (2.519Mb)
    Date
    2015
    Citation:
    Wright, M. (2015). Secondary teacher experiences of professional development: A focus on sustained application to practice. An unpublished thesis submitted in partial fulfillment of the requirement for the degree of Master of Educational Leadership and Management, Unitec Institute of Technology.
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/3278
    Abstract
    Despite considerable growth in the theory of professional learning and development (PLD), improvements to teacher practice often remain inconsistent or short lived. A review of literature suggests that understanding how teachers learn will need to address how teachers make sense of new theories that confront their beliefs. Sensemaking involves teachers negotiating new theory to suit their situation, and is influenced by the professional communities in which they practice. Qualitative data was gathered by way of individual interviews of six teachers, and two managers responsible for professional learning, in two randomly selected Auckland state-funded secondary schools. Official documents from each school were also analysed. The findings indicate that PLD programmes that promoted sustained improvements to practice gave specific attention to establishing a culture of professional learning based on the teaching-as-inquiry model. Structured staged activities, the primacy of evidence, duration and professional interactions all encouraged teachers to enact changes to practice, which in turn challenged their pre-existing assumptions. PLD programmes are more likely to achieve sustained improvements to practice if they promote opportunities for teachers to negotiate the theories that they apply in their practice, enable teachers to confront their personal pre-existing beliefs through enactment of changed practice, and situate these processes in professional communities.
    Keywords:
    professional development, secondary teachers, qualitative research, New Zealand, professional learning and development (PLD)
    ANZSRC Field of Research:
    130313 Teacher Education and Professional Development of Educators
    Degree:
    Master of Educational Leadership and Management
    Supervisors:
    Maurice-Takerei, Lisa; Cardno, Carol
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
    Metadata
    Show detailed record
    This item appears in
    • Education Dissertations and Theses [163]

    Library home
    Send Feedback
    Research publications
    Unitec
    Moodle
    © Unitec Institute of Technology, Private Bag 92025, Victoria Street West, Auckland 1142
     

     

    Usage

    Downloads, last 12 months
    33
     
     

    Usage Statistics

    For this itemFor the Research Bank

    Share

    About

    About Research BankResearch at UnitecContact us

    Help for authors  

    How to add researchOpen Access GuideVersions Toolkit

    Register for updates  

    LoginRegister

    Browse Research Bank  

    EverywhereAcademic study areasAuthorDateSubjectTitleType of researchSupervisorThis CollectionAuthorDateSubjectTitleType of researchSupervisor

    Library home
    Send Feedback
    Research publications
    Unitec
    Moodle
    © Unitec Institute of Technology, Private Bag 92025, Victoria Street West, Auckland 1142