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dc.contributor.authorWright, Martin
dc.date.accessioned2016-03-22T23:43:41Z
dc.date.available2016-03-22T23:43:41Z
dc.date.issued2015
dc.identifier.urihttps://hdl.handle.net/10652/3278
dc.description.abstractDespite 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.en_NZ
dc.language.isoenen_NZ
dc.subjectprofessional developmenten_NZ
dc.subjectsecondary teachersen_NZ
dc.subjectqualitative researchen_NZ
dc.subjectNew Zealanden_NZ
dc.subjectprofessional learning and development (PLD)en_NZ
dc.titleSecondary teacher experiences of professional development : a focus on sustained application to practiceen_NZ
dc.typeMasters Thesisen_NZ
thesis.degree.nameMaster of Educational Leadership and Managementen_NZ
thesis.degree.levelMastersen_NZ
thesis.degree.grantorUnitec Institute of Technologyen_NZ
dc.subject.marsden130313 Teacher Education and Professional Development of Educatorsen_NZ
dc.identifier.bibliographicCitationWright, 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.en_NZ
unitec.pages146en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
unitec.advisor.principalMaurice-Takerei, Lisa
unitec.advisor.associatedCardno, Carol


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