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Professional learning

Theme contact person: 

NZCER's Professional learning work

Professional learning has the following subthemes:

Research projects for: Professional learning

Project Project leader(s) Summary
Back to the future - book Jane Gilbert, Rachel Bolstad

This project involves the initial stages of writing a book looking at how ideas from the theoretical literature on 21st century schooling are taken up in real schools. Its aim is to synthesise our past (theoretical) work on 21st century schools with our more recent - and ongoing - work on teacher thinking and professional learning, and to present this in ways that are accessible and useful for practitioners.

Evaluation of the Guidelines for induction and mentoring, and mentor teachers Jenny Whatman
Te Toi Tupu Jenny Whatman

Te Toi Tupu– Leading Learning Network is a consortium of educational leaders, delivering professional learning and development (PLD) across New Zealand. NZCER is a partner in the consortium with the University of Waikato, CORE Education, Waikato-Tainui College for Research and Development and Cognition Education. Te Wāhanga are involved in supporting the formative evaluation of the English and Māori medium projects. Our collective work is guided by the tongi of Kingi Tawhiao: 

"Tupu te toi, ora te toi, whanake te toi.  Te toi i ahu mai i Hawaiki."

Grow the treasure, sustain the treasure, develop the treasure, the treasure that stems from Hawaiki.

Jenny Whatman leads NZCER's Te Toi Tupu contributions, while Nicola Bright coordinates the work of Te Wāhanga in this project, with support from Alex Barnes and the wider NZCER team. They are particularly involved with the development of the kaupapa Māori smart tool for Māori medium professional learning and development.

Teachers of promise Marie Cameron

A study of a selected group of teachers to determine what they are doing now, how many are still teaching and what sustains their on-going enthusiasm for teaching and learning. We are also interested in how they contribute to the professional learning of other teachers.

Recent research outputs for: Professional learning

full-text
Ally Bull and Jane Gilbert
2012
NZCER
Research report

This paper reports preliminary findings from NZCER research designed to explore the following questions:

not full-text
Susan Lovett and Marie Cameron
2011
Journal article

Retaining early career teachers and enticing promising teachers to become teacher leaders are issues of international interest not only because large numbers of teachers will retire from the profession over the next five to 10 years but also because the strongest teachers are the teachers most likely to leave the profession during their early years in the profession.

not full-text
Susan Lovett and Marie Cameron
2011
Routledge
Journal article

For teachers, the early years in the profession are critical for developing the knowledge and skills of an expert teacher. The 'Teachers of Promise' study examines the experiences of 57 registered teachers who began their employment in New Zealand primary and secondary schools in 2003. The purpose of this article is to examine the extent to which schools employing these teachers are able to enhance the professional learning of their newest members. The article explores the relationship between new teachers and professional learning.

full-text
Rosemary Hipkins with Lorraine Spiller
2011
Victoria Link Ltd
Research report

 NZCER carried out an external evaluation of Accent Learning, a division of Victoria Link Ltd. It looked at the positive changes which participants described as a result of working with Accent advisers; how they linked those changes to the support provided; and what advisers could do to enhance the impact and effectiveness of their work with schools. It is a "success evaluation" because the researchers contacted only those schools the advisers believed had made substantial shifts in practice.

not full-text
Judy Moreland, Bronwen Cowie, Alister Jones, and Kathrin Otrel-Cass
2008
NZCER Press
Journal article

This article focuses on planning as a strategy for enhancing teacher pedagogical content knowledge.

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Marie Cameron, Jennifer Garvey Berger, Susan Lovett, and Robyn Baker1
2007
NZCER
Conference paper

*Ako is a Māori Language term for both teaching and learning

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Marie Cameron, Jennifer Garvey Berger, Susan Lovett, and Robyn Baker
2007
NZCER and University of Canterbury College of Education
Conference paper

In common with many other countries, the New Zealand Government’s priorities include building an education system to equip its school leavers with 21st century skills, by focusing effort on building professional knowledge and strengthening effective teaching.

This presentation focuses on the ongoing opportunities that the teachers in our sample have had to become more effective teachers over time.

not full-text
Rosemary Hipkins
2007
NZCER Press
Journal article

This article uses a specific curriculum innovation—a focus on the nature of science—to illustrate the complex dynamics of curriculum change.

Snapshots from the professional learning of two teachers, one primary and one secondary, are used to discuss why teachers’ personal learning may not translate into changes in their taught curriculum unless additional support helps them to rethink traditional teaching and learning practices.

full-text
Marie Cameron, Susan Lovett, and Jennifer Garvey Berger
2007
NZCER Press
Journal article

Starting out in teaching is "scary" for most new teachers.  Here, the practices that beginning teachers found most supportive are highlighted.