Faculty of Education - Theses
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ItemIndustry placement for teacher professional development and school improvement( 1996)This thesis examines the experiences of a cohort of teachers involved in a long term professional development program linking education and industry. The thesis reports on changes in the relationship between education and industry that in part have resulted in criticism of teachers' ability to adequately prepare students to effectively enter the world of work. Teachers are seen to need to develop greater knowledge about and understanding of industry in order to impart to students up-to-date information about current industry practices. The Teacher Release to Industry Program [TRIP] is a professional development program allowing experienced primary and secondary teachers and school principals the opportunity to work in industry for a year. TRIP was established by groups from education and industry to provide for teachers to have direct experience in industry. The purpose of this investigation is to monitor how effective the TRIP experience has been for professional development for this group of teachers. Teachers' perceptions of and purposes for involvement in the program are viewed alongside those held by industry supervisors and school principals. Data are gathered about the teachers' perceptions of gains in knowledge, understandings, skills and competencies related to both industry and education. These data are viewed at the time of their experience and on their return to school. This study uses both contemporaneous and post-hoc data. Sources of data include teachers' journals, interviews with teachers, industry supervisors and school principals and written responses from teachers and university supervisors. A qualitative approach presenting case study data was seen as an appropriate means of investigation, firstly to give prominence to teachers' voice in supporting the uniqueness of the educational experience where the familiar needs to be made visible and interesting (Erickson, 1986) and secondly, to allow the features of the teachers' experience to be grounded in the literature and research on both professional development and education and industry links. There has been limited in-depth investigation of TRIP particularly in regard to the link between professional development and school improvement. This study therefore provides substantial data in a relatively un-researched area. The study reports on significant professional development outcomes for the teachers who participate in this program. In addition the study indicates that skills held by teachers are also appropriate in industry. Thus this study also contributes to understandings of the nature of teachers' work. Teachers report on the importance of establishing the worth of teachers' skills outside the school setting. Discussion also focuses on how the teachers' experience relates to school improvement. While this program appears to have significant outcomes in regard to personal professional development, the results of the study suggest that for more productive school improvement to occur, the teachers' purpose for involvement in the program must have the support of and be more related to, the needs of the school. The study gives support for TRIP as innovative program for teacher professional development and as a model of partnership between education and industry. The study makes recommendation for similar programs to be made more widely available thus allowing more teachers to be involved in this type of professional development.
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ItemA study of an innovative approach to teacher education in Pakistan( 1997)This is a study of a private teacher education institute, Notre Dame Institute of Education (NDIE), which is affiliated with Karachi University, Pakistan. It describes the distinctive elements of one of its programmes, the Bachelor of Education (B. Ed), compares them with B. Ed courses offered at other affiliated colleges and identifies the perceived impact of NDIE on teacher education in Pakistan. A qualitative approach, in the form of a case study, was adopted for the research. Data was collected by means of interviews, observation and the analysis of historical documents. A pilot study assisted with the identification of key themes and potential avenues of information. The comprehensive narrative indicates the use of appropriate means of qualitative data reduction, analysis and display. The NDIE B. Ed course differs from traditional B. Ed courses. Within the present context of teacher education in Pakistan, the study showed that the course was innovative in terms of its curriculum content; teaching and assessment methods; provision and use of educational resources; approach to school experience and teaching practice and the collegial nature of staff/student relationships. The respondents perceived the institute to be making a positive impact with respect to the implementation of change or innovation in teacher education, teacher socialization and educational leadership and formation within the Catholic Church in Pakistan. The importance of both the personal and professional development components of teacher education courses in raising the self esteem and confidence of teachers was indicated by the study's findings. The data provided by the respondents indicated that innovation is possible within the constraints of a traditional teacher training course and identifies the importance of establishing networks to support and maintain change initiatives and develop educational leadership.
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ItemTransforming professional development goals( 1996)The overall purpose of this study was to investigate the nature of goals as understood by the participants involved in the various stages of implementation of a professional development program, and the ways in which the goals were transformed as the program was implemented. In this thesis, "stage" is used in the sense of sequence, rather than development. The participants in the study were members of each of four stages of implementation of a professional development program, designed to support curricular reform, for teachers of mathematics. The development and implementation of the program were categorised into four stages. These can be identified with the actions of the participants: program initiators; program developers; workshop presenters and the teachers who would ultimately implement classroom content described in the program. The investigation involved description and analysis of the language used by the participants and how it communicated the character of their understanding of the goals. It is assumed that a participant's awareness of the goals influences the way the program is implemented. Data were collected from a range of documents used in the program, during interviews, via questionnaires and through observations of training sessions. For each stage of implementation, the main goals were summarised. Of particular interest was the way in which the goals were changed; as evidenced by the changes in meaning of key words and phrases. These changes were evident with respect to several key groupings into which the goals were classified by the researcher. The choice of words and phrases by participants at each stage revealed the nature of their goals. It was found that the goals of the initiators were usually to do with the altering of teacher practice. The developers' goals, while also concerned with altering teacher practice, were less directed. The goals as understood by the presenters were to do with promotion of a change in attitude in teachers (rather than practice), while the teachers' understanding of the goals were to do with relating the proposed change to their practice. In general participants at each stage had an understanding of the goals of the program that made sense to them, were achievable, and conformed to their perceived role in the program. For a given grouping of goals, there was a great diversity of both key words and phrases, and in meaning of goals as they were articulated at each stage. At times there was little change in the words used, and yet a large corresponding change in meaning. For other key groupings there was a great change in the words and phrases, with little alteration in the essence of the goal. Overall the character of the changes in goals, as understood by the participants at each stage of the professional development program, related to their perspective according to their role. This emergent character appears to be able to be generalised to all professional development programs This point of view ranges from that of a policy perspective, where policy solicits a change in teacher practice, to a practice perspective where the adaption of policy is sought in order to tie it with existing practice. The implications of this study are discussed concerning the effect that the transforming of goals in curriculum initiatives and professional development programs might have on the success of implementing changed teacher practice.
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ItemProfessional development as work-based, collective learning : a study of curriculum implementation and change( 1997)Change is now synonymous with education. Curriculum and school organisational reform currently infiltrate every aspect of school life, with teachers in many instances expected to take on myriad initiatives and school improvement proposals. This study, of curriculum change and implementation, was designed to gain insight into effective change processes and the learning opportunities provided to support teachers as significant curriculum reforms were introduced. The Early Literacy Research Project (ELRP) was used as vehicle for this study. Schools participating in the ELRP were to implement a comprehensive approach to literacy teaching and learning for students in the early years of schooling with the design of the project providing significant support for teaching teams as changes were introduced. A selective and focussed review of literature relating to the process of change in schools has been completed. This is discussed in relation to Matthew Mile's Triple I Model which outlines stages and factors in the change process. Particular emphasis has been given to literature which links teacher learning to the process of change, focussing on teacher collaboration and collective, work-embedded learning. The aim of the study was to monitor the process of change in ELRP schools and to identify the factors which supported teachers as they endeavoured to make significant and sustainable changes to their teaching programs. The study was seen as an opportunity to consider the relevance of the Triple I Model as a means of interpreting change in schools. A case study approach to the research task, using observations, interviews, document analysis and questionnaires, facilitated the monitoring of the process of curriculum implementation in ELRP schools. Throughout the study the intention was to record the 'teacher voice' during the change process to ensure the validity and authenticity of insights gained throughout this dissertation. The results indicated that change is far from a linear process. Stages and factors within the change process were seen to overlap and occur simultaneously as changes were implemented. The study highlighted the importance of specific change factors and in particular those which related to teacher learning and collaboration. It emphasised the key role personnel responsible for change can play when this role is well resourced and linked to the provision of work-based professional development. The study also promoted discussion in relation to placement of a number of factors within the change model. This led to the development of an adaptation of the Triple I Model. It is suggested that this revised model provides a conceptual frame which may be used to assist schools in planning, monitoring and explaining authentic school reform projects. iv
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ItemReflective practice in the early childhood practicum( 1999)There is much evidence in the current literature to indicate a movement towards a restructuring of teacher education, which emphasises reflection (Campbell-Evans & Maloney, 1996). University courses in teacher education are moving away from the technical model of teacher evaluation towards a reflective approach to teaching and learning which focuses on assisting pre-service teachers to develop reflective practices (Fairbanks & Meritt, 1998). The early childhood practicum is increasingly seen as an opportunity for students to engage in critical reflection with journal writing, frequently used as a tool for reflection. This project studied the practicum journals of nine final year Melbourne University Bachelor of Early Childhood Studies students. Analysis and interpretation of the reflective journals focused on two aspects. The first aspect related to the issues, which the students reflected about. The second aspect related to the cognitive processes the students engaged in when reflecting. The investigation found that students reflected in complex ways on complex issues throughout the practicum. The process of reflection, however, did not empower students to reflect in their own way about their own concerns. The study found that for this group of early childhood students, it was the location of power in student - supervisor relations that functioned to empower students to reflect in their own way about their own concerns or to disempower students by silencing them.
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ItemExamination of the introduction of professional feedback models: a case study of two rural schools( 1999)This thesis was designed to explore and analyse the comparative introduction and implementation of formal professional feedback to teaching staff at two different types of country school. It tracks and compares two different types of feedback systems. Texts, articles and in service materials have been examined to clarify definitions of terms, purposes, values and assumptions surrounding the concept of formal feedback. The development of formal feedback has been put into historic context. The principals of both schools and fifteen of the participating teachers have been interviewed before, during and after the process to gain an understanding of their thoughts, concerns, attitudes and understandings of the processes that they were involved in. The responses to both individual and group interviews underpins the analysis of the processes and their outcomes. In particular the paper looks at changes in any perceptions and the reasons for these changes. The participants were interviewed individually and in focus groups. Key questions of a similar nature were asked to all groups, with follow up and supporting questions phrased to follow individual concerns. Individuals also provided additional information during the process. In conclusion the paper explores the processes and the effects on individual teachers and the school as a whole, and examines issues raised in their introduction. Recommendations are made for others who are implementing or reviewing similar formal feedback processes and areas of further research are suggested.
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ItemBeginning languages other than English (LOTE) primary teachers: their professional development needs( 1990)The study concentrates on the investigation of the professional development needs of beginning Languages Other Than English (LOTE) teachers in Victorian government primary schools. It seeks to formulate system responses which would meet those needs. The literature on the professional education of teachers makes distinctions between induction, training and professional development. During the induction phase a process of professional socialisation is entered into and is an important aspect of this phase. A questionnaire was developed to explore the professional development needs of these teachers from two perspectives: firstly, to define their needs and secondly to identify system responses which would meet those needs. The questionnaire, administered to all LOTE primary teachers currently employed in government schools achieved a response rate of 62%. The background data identify three types of beginning LOTE primary teachers who considered other LOTE teachers in the school, principals and LOTE consultants to be the major source of assistance for them in their first year. Highly supported and appreciated induction activities are: programs designed for the LOTE primary beginning teacher and the informal assistance given by other LOTE teachers at the school. In terms of the identification of professional development needs of LOTE teachers in their first year, responses indicate that the need for information took precedence over the need for opportunities for skill development. This reflects the difference between meeting short term and long term needs. Responses from the questionnaire enabled the development of a list of needs ranked in order of importance. This was then matched with the sources of assistance which were identified by respondents and a checklist was devised. The checklist attempts to guide those interested in the professional development of beginning LOTE primary teachers towards identifying their needs. It also highlights the importance, of a co-ordinated approach by both school-based and non-school-based personnel towards the professional education of beginning LOTE primary teachers.
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ItemToward rational reflective nursing practice: a conceptualisation of key elements of a professional development process( 1994)This paper outlines key elements of Rational Reflective Nursing Practice together with the development and refinement of a conceptual model. An overview of professional development processes is also featured. The key elements of Rational Reflective Nursing Practice are identified as caring, practice dimensions, thinking, intuitive praxis, mentoring, learning and a new gender paradigm. Relevant aspects of each of these key elements are addressed. Rational Reflective Nursing Practice recognises and values "wise nurses" and nursing experience. Wise nurses are talented practitioners with extensive knowledge, skills and experience. Within the current context of clinical nursing practice, there is the potential for these wise nurses to be marginalised by younger, "better educated" nurses. Rational Reflective Nursing Practice may resolve this dilemma as it requires the co-existence of both learning and experience. Rational Reflective Nursing Practice can be viewed as an evolutionary, enabling and dynamic process which may inform and transform aspects of nursing practice.
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ItemAppraising a narrative-based in-house staff training and professional development model for a Tongan school( 1996)This thesis describes a narrative-based staff development and evaluation program after Wood (1992) that the author expects to implement at St Joseph's Business College, Nuku'alofa, Kingdom of Tonga. An investigation of the model was performed by the author at a TAFE Institute in Melbourne, in which four experienced teachers from the Business and Marketing Departments volunteered to recount and discuss stories of their professional development. A pre-structured case study approach after Miles (1990) was seen an appropriate means of dealing with data reduction and presentation arising from the collaborative composed personal narratives and evaluative comments by the four teachers. The problems and prospects of implementing a culturally recognised professional development model at St Joseph's Business College are discussed in the light of the author's experience in the study.