Professional learning

publisher:

NZCER Press

publisher:

NZCER Press

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Journal articles about Professional learning

The latest ten articles from our journals on this subject.

"What can I do about Māori underachievement?" Critical reflections from a non-Māori participant in Te Kotahitanga

Dawn Lawrence

set 2011: no. 3

In January 2005, during my induction into Te Kotahitanga, I was challenged to consider my role, as a non-Māori teacher, in addressing the disparities that exist for Māori within our education system. Thus began my learning about, and through, a culturally responsive pedagogy of relations.

An investigation into online moderation

Lenore Adie

Assessment Matters 3: 2011

The purpose of this paper is to understand how teachers’ identities as assessors in a standards-referenced assessment system may be developed through their participation in online social moderation meetings. In these meetings, teachers negotiate and share their understandings of assessment standards and judgement decisions. In particular, the paper focuses on the relationship between the technology, the moderation processes and teachers’ development in this assessment system.

Features of a positive work environment for early career teachers

Gillian Ward

set 2011: no. 2

What are the features of a positive work environment for early career teachers? This article examines this question through interviews with secondary school early career science teachers. Findings suggest a science department that is collegial and collaborative is essential in encouraging teachers in the early stages of their career to stay in the profession and engage in practice that supports student learning.

Formative assessment in practice: Helping change what’s inside the box

Brenda Fa'alogo McNaughton

Assessment Matters 3: 2011

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The implementation of best practice models for assessment begins with teachers who are working in their own classes to integrate strategies into their teaching context. The effect of best practice strategies is greatly increased when there is a meeting of minds between teachers, students, school managers, academics, policy makers and, increasingly, educational consultants.

Historical significance and sites of memory

Michael Harcourt, Gregor Fountain and Mark Sheehan

set 2011: no. 2

This article critiques a recent professional development course for history teachers that explored how students could use memorials and heritage sites to engage with the concept of significance and how this could contribute to them developing expertise in historical thinking. The course challenged teachers to consider historical significance in terms of disciplinary characteristics (as opposed to memory-history), to move away from the teacher transmission/storytelling model and to incorporate the key competencies in their teaching.

Principled practice: Secondary teachers collaborate to bring a language focus to their content teaching

Susan Gray

set 2011: no. 3

This article explores how two pairs of secondary content teachers drew on their knowledge of language and second-language acquisition to plan and implement a language-focused lesson sequence in their subject areas. The mathematics and social studies teachers were surprised at the extent to which this language-focused approach engaged their students and developed their cognitive academic language ability in the respective topics.

The problem of enactment: The influence of teachers’ self-efficacy beliefs on their uptake and implementation of feedback-related ideas and practices

Helen Dixon

Assessment Matters 3: 2011

Using an interpretive, qualitative case study methodology, the current study investigated 20 primary school teachers’ beliefs and understandings about feedback, and the use of feedback to enhance student learning. The use of Sadler’s (1989) theoretical framework illuminated both similarities and differences among teachers. As teachers’ feedback discourse was examined in more detail, the influence of self-efficacy beliefs on the uptake and enactment of new ideas and practices associated with assessment for learning and feedback became apparent.

Developing a curriculum for assessment education

Christopher DeLuca , Don A. Klinger, Michelle Searle, and Lyn M. Shulha

Assessment Matters 2 : 2010

Given the recent movement toward standards-based education there is a heightened need for teacher competency in the area of assessment and evaluation. However, despite demands for teacher assessment literacy, there are few instances of mandatory assessment courses in preservice teacher education programmes. Further, there is generally a lack of research guiding the development of effective assessment curricula for initial teacher learning in this area. This study presents one institution’s response to developing an assessment curriculum for approximately 700 preservice candidates.

Developing leadership through blended action learning

Kate Thornton

Early Childhood Folio Vol 14 no.1 (2010)

Meaningful leadership development opportunities are rare for those working in the New Zealand early childhood education sector. What difference can they make to leadership practice? This article describes the experiences of participants in a study that used a blend of ICT and face-to-face sessions to support leadership learning. For the participants, this approach resulted in an increased awareness of leadership and a greater confidence in leadership practice.

Finding our way: Interpreting Reggio in a New Zealand context

Brent Mawson

Early Childhood Folio Vol 14 no.1 (2010)

This article explores the pedagogy of New Zealand early childhood teachers who have consciously adopted ideas from the early childhood programme of the Italian city of Reggio Emilia. It follows the learning experiences of children involved in a project investigating cows, milking and dairy processing that emerged from children’s interests related to Chinese New Year celebrations for the Year of the Ox.

Books and CDs about Professional learning

Changing on the job: Developing leaders for a complex world

$39.95

Listen to people in every field and you'll hear a call for more sophisticated and thoughtful leadership--for leaders who can solve more complex problems than the human race has ever faced before. But these leaders won't simply come to the fore; we have to develop them, and we must cultivate them as quickly as is humanly possible. Changing on the Job is a means to this end.

Date published: 8 February 2012