Faculty of Education - Theses
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ItemInvestigating the growth of teacher knowledge on teaching reading through a professional development program( 2007)This thesis is an investigation of the growth and development of teacher knowledge on teaching reading to students with reading difficulties. The effect of a professional development program was examined to achieve the aim of this study. Thirty preschool and elementary school teachers volunteered and attended a 10-day professional development seminar that focused on understanding the processes in learning to read, identifying and remediating reading difficulties. The teachers' subject matter knowledge and pedagogical knowledge were tested using two separate tasks, before and after the professional development seminar. The data were analysed using both quantitative and qualitative data analyses procedures. The results indicate that a professional development seminar can significantly raise both teachers' subject matter and pedagogical knowledge on teaching concepts and procedures that research had earlier identified as essential for teaching reading. The results of investigating subject matter knowledge at pre-testing showed that there are clear gaps in what teachers know from what they should know. Particular concepts were identified to form part of what teachers know and concepts that are unknown to the teachers. The investigation of the growth of this knowledge showed that there are concepts that are more readily learned compared to others. The audit of teachers pedagogical knowledge at pre-testing revealed that teachers knew procedures that are consistent with the recommended teaching procedures for teaching literacy to students with literacy learning difficulties. The investigation of the growth of this teacher knowledge showed that there are teaching procedures that teachers have effectively learnt from the seminar. The investigation of the relationship between how teachers learn concepts for subject matter knowledge and procedures for pedagogical knowledge showed no relationship using statistical analyses. However, through qualitative analyses, the evidenced showed that the terms that teachers used on the instrument for investigating pedagogical knowledge revealed a strong relationship with subject matter knowledge growth. The teachers at post-testing showed a tendency to use concepts in literacy learning that they did not know at pre-testing. The evidence from this study lends support to notion that teachers learn new subject matter knowledge and pedagogical knowledge in an integrated manner. From this study, recommendations for the development and implementation of professional development programs for teaching reading are drawn. The value of a solid knowledge base for such recommendations is underscored. Recommendations are also made with regards to improving efforts to investigating teacher knowledge as a means to improve educational practice.
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ItemPlanning for 2005 : TAFE teachers' perceptions of professional development needs( 2001)The purpose of this study is to understand the professional development needs that Technical and Further Education (TAFE) teachers perceive they will need in order to , be effective deliverers of training in the year 2005. If teachers are to be successful providers of training in the new millenium, they will need to accept that change is imminent in the TAFE sector and to 'do something' to ensure that their skills and knowledge are current, thus ensuring their employability in this new millenium. A Case Study approach was used to research the professional development needs of teachers from a department in a metropolitan Melbourne TAFE institute. The hypothesis is that that the majority of teachers from this department do not undertake voluntary professional development activities. This; together with the hypothesis that they wait for management to direct them into the programs necessary for the next changes to the Vocational Education and Training (VET) system, was found to be true. However, professional development alone is not a panacea for getting teachers to adapt their practice to respond to these new developments. A true shift requires management of TAFE institutes to take a strategic approach to implementing broader organizational change that encourages teachers to embrace the challenges of the Open Training Market (OTM). In order to create conditions conducive to teachers actively seeking professional development they will need to: 1. ensure that the reasons for change are communicated through all levels of the organization and then provide organizational support for the change process through provision of sufficient funding for programs, sufficient time for teachers to participate in the activities, technical assistance if required; 2. encourage self-directed professional development through the provision of support at the interpersonal level together with an environment which includes the availability of mentors and facilitators and the facility to trial the new techniques; and 3. reward staff who participate in professional development activities and demonstrate a commitment to change.
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ItemClinical congruence : where graduate nurse clinical reality meets organisational clinical requirements( 2004)In the mid 1980s, education associated with the requirement for registration as a Nurse in the State of Victoria moved from a hospital-based system into the university setting. This move brought with it many and varied requirements for change within the health care setting. The students of nursing were now no longer a part of the workforce, they were transient visitors in the patient care setting with very specific clinical requirements to be met; and they were there for less time! This research project is not about whether this change in preparation should have occurred. It is well accepted amongst the profession that this was necessary to raise the status of the nursing professional. We now have registered nurses with a primary degree in nursing or health science. The question here however, is what clinical capacities do the newly graduates and registered nurses have when they enter the clinical workforce, and what clinical capacities are required by the health care institutions that are employing them. Have these institutions an accurate and realistic knowledge of the clinical capacities of the newly graduated registered nurses they employ? This research concentrated on the self-perceived and reported clinical capacities of newly graduated registered nurses as they entered the clinical environment and the clinical capacities required by the clinical areas that employed them. Clinical congruence was then measured between these two sources. The findings demonstrated that in a supported environment, where graduates can expect and receive clinical support and mentorship, clinical congruence:is likely to be achieved. However, in an environment where clinical skills are required to be undertaken at an unsupervised level, there were a significant number of distinct clinical skills for which the graduates report unpreparedness. Graduates and Nurse Managers alike agreed that increased clinical experience during the undergraduate preparation time is optimal, but the universities indicated that the fiscal and chronological constraints of a three-year degree program, in an environment where there is a cost incurred for the clinical experience, is difficult to achieve. This research demonstrates, in a tangible way, the need for a supported Graduate Transition Program to facilitate the consolidation and / or achievement of clinical competency for the graduates as they enter the workforce. This support will assist in ensuring the maintenance of a dynamic nursing workforce into the 21st century to meet the needs of the Victorian community at a time when it is most vulnerable during the period of ill health.
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ItemSelf-assessment and informal learning within the professional framework of the operational Mobile Intensive Care paramedic( 2004)A paramedic's work environment is characterised by chaos, unpredictability and significant responsibility. However this challenging environment inhibits traditional methods of workplace appraisal common to more institutional work settings. Current formal strategies in place to ensure competency standards and provide ongoing vocational training occur infrequently. This has encouraged paramedics to seek alternative means of professional development. Using their own judgement, augmented by feedback from informal resources such as peers, the destination hospital and patient outcomes, paramedics have developed mechanisms to determine their strengths and weaknesses. Motivated by a sense of responsibility, accountability and peer respect, paramedics bridge the gaps left by their employer and complex work environment through self-assessment. Furthermore, paramedics actively pursue improvement by learning from their experiences and correcting perceived performance issues. This collection of proactive qualities is largely self initiated and independent of formal encouragement. The research aims were designed to explore the relationships formed between the paramedics, their work environment and formal/informal assessment within the context of day-to-day operations. The research explored the consequences of self-assessment, and what strategies the paramedics employ to develop their professional competencies. To achieve this, the research surveyed and interviewed operational Mobile Intensive Care paramedics. A similar survey was sent to the Metropolitan Ambulance Service to gauge their perceptions of workplace appraisal. The findings of this study indicate a need to develop appraisal and learning strategies to acknowledge and complement those informal strategies that have emerged from the paramedics' unique workplace. The study should assist the Clinical Department within the Metropolitan Ambulance Service to improve service delivery through incorporating informal appraisal and learning strategies into a professional development framework.
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ItemFactors that encourage and discourage registered nurse participation in in-service education( 2004)The nursing literature advocates lifelong learning through continuing education as a means to respond to the rapid changes in health care delivery and to ensure continued competence of registered nurses. With the rapid changes in scientific, technological and social environments, basic pre-registration nursing education is said to become obsolete within three to five years. Continuing education is a lifelong process that encompasses systematic, planned learning experiences beyond pre-registration education. In-service education is one component of continuing education that occurs in the workplace and focuses on providing the skills and knowledge the nurse requires to fulfil their current role. The purpose of this research was to identify the factors that encourage and discourage participation in in-service by the registered nurse. Health care agencies have an important role in providing in-service education is an important means to update and up skill registered nurses of constant changes in the nursing profession and the health care industry. The individual registered nurse has a professional obligation to the profession, community and themselves to participate in in-service education sessions for the in-service sessions to be effective and for quality patient care to be delivered. Currently there is very little literature on in-service education, thus it is imperative that further research is conducted on the topic, so in-service providers can plan effective, quality in-service programs that attract high participation from nurses. An explanatory multi-method approach was utilised to identify the factors that encourage and discourage nurses' participation at in-service education. The study found that nurses are usually influenced by a number of factors and not just one single factor in making their decision to participate in in-service education. The primary factors influencing participation are professional issues, topic relevance to practice and better meeting the needs of the patient, whilst discouraging factors include staff shortages, skill mix, inconvenient scheduling and busy shifts. The results of this study have important implications for in-service providers in planning and implementing an in-service education program that draws high levels of participation.
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ItemOf secrets, sorrows, and shame: undergraduate nurses' experiences of death and dying( 2007)This phenomenological study explores the lived experiences of undergraduate nursing students who cared for the dying and deceased whilst on clinical placement. To this point, studies on this phenomenon have focused on the experienced, qualified nurse. The purpose of this study was to gain an understanding of the impacts of caring for the dying and deceased, on the student-nurse, and the implications for nursing education. The ten study participants were undergraduates enrolled in the Bachelor of Nursing program at a metropolitan-based university in Melbourne. The study of their experiences, from the perspectives of the student-nurses, was conducted using a semi-structured interview for data collection. Analysis of the data, using a Miles and Huberman (1994) style matrix, revealed four emergent themes: intensity of emotion; perceptions, growth and awareness; and opportunities. These themes were explored to yield results which established there were often profound, and sometimes disturbing, impacts of grief for both the student-nurse, the patient, and others. This study contributes to the This phenomenological study explores the lived experiences of undergraduate nursing students who cared for the dying and deceased whilst on clinical placement. To this point, studies on this phenomenon have focused on the experienced, qualified nurse. The purpose of this study was to gain an understanding of the impacts of caring for the dying and deceased, on the student-nurse, and the implications for nursing education.
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ItemTeachers and technology: experiences and perceptions of professional development( 2001)This study investigated professional development to support teachers' use of information and communication technologies in one primary school setting. It explored teachers' attitudes and feelings towards information and communication technologies and their perceptions about professional development to support them in this area. The ways in which this group of teachers are currently utilising information and communication technologies to assist teaching and learning processes were also investigated. Current practice and professional development experiences were explored to discover links, and to investigate participants' perceptions of effective types of professional development to support their use of information and communication technologies. Other support such as access, technical assistance and support from management were also explored to discover their impact on teachers' use of information and communication technologies. An exploratory case study approach was taken and both qualitative and quantitative methods utilised to cater for the richness of the context. Data were collected from three sources; documents relating to professional development for information and communication technologies, a survey of teachers' technology skills and use, and a semi-structured interview. Data management and analysis were computer assisted. The study aimed to discover the types of professional development and the modes of presentation of this professional development that would be most effective in assisting this group of teachers with their use of information and communication technologies. This 'human dimension' is the key to appropriate use of technology, as illustrated by a working party for the Directorate of School Education: �The Working Party considers that attention should be directed to the human dimension, which promises to provide the key to more successful implementation of information technology in schools. It believes the issue should be addressed through structured professional development programs based on information technology and an understanding of such matters as learning, change and the factors that affect school culture.� Directorate of School Education, Victoria (1994, p. 2)
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ItemProfessional development of teachers and its contribution towards creating a learning community: a case study( 2002)This thesis examined the professional development programs available for teachers in service at a Victorian independent school and the contribution of these programs towards creating a learning community. A learning community was described for the purpose of this thesis as a successful shape of an organisation that is continually expanding its capacities. In order for schools to achieve that, transformation in teachers' perceptions of their own learning and professional growth must occur, and professional development of teachers should be embedded in their practice and anchored in their day-to-day life. Through a qualitative case study approach, the investigation explored teachers' attitudes and perceptions towards their learning, the professional development programs available to them and the contributions of these to the development of the school as a learning community. The research was concerned with identifying what is an effective professional development program from the perceptions of participants, and the characteristics of the school as a learning community. The study aimed at informing both the implementation of appropriate professional development programs and future policy formulation at the school under study, as well as challenging teachers' perceptions of their learning and role. Participants from the case study were interviewed using open-ended interview questions. The analysis of responses showed that participants perceived themselves as lifelong learners, understood their role as educators in a rapidly changing environment and preferred professional development programs that were embedded in their daily life to meet their needs and those of their students. Findings also showed that the school's leadership role had a significant impact on the learning that occurred at personal, interpersonal and organisational levels.
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ItemCreating a learning community through establishing a professional action learning team( 2003)This study examines the creation of a learning community through the implementation of a model for professional development called Professional Action Learning Teams (PALT). Its purpose is to investigate PALT and begin to understand how its principles transfer to a setting in which professional development of teachers has been approached in a traditional manner. It is a study about teacher learning and examines the challenges of introducing a model that is collaborative and inquiry focused, work-embedded, and based on the constructivist paradigm. This was achieved by a qualitative analysis of teacher talk during professional development meetings and an analysis of teachers' learning journals kept throughout the study. Traditional approaches to professional development often ignore the teacher as a person and a learner. A culture needs to be established within schools where teachers are acknowledged as learners who need opportunities to grow and learn in their professional practice. While policies and research call for reform, schools appear to be slow in responding. The study revealed that PALT was a most effective approach to begin defining a new model for professional development that emphasises constructivism and adult learning principles. Two significant findings of the study were: � the value of dialogue in affecting pedagogical change; and � the need for teachers to learn in similar ways to their students that is by: studying, testing new ideas and reflecting; collaborating with peers; examining and analysing each other's work; and by sharing what they do.
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ItemThe relationship between teacher professional development and the ability to teach academically gifted children: a multiple case study( 2000)The launch of the Bright Futures policy and Australia's gifted education history suggest a need to study Victorian gifted teacher professional development outcomes. The literature implicates the utility of professional development in building identification skills, instructional expertise and positive attitudes towards gifted children. A few studies in gifted education also converge with the general literature to suggest the provision of environmental support together with professional development. There is a dearth however, of accompanying research and theoretical models in gifted education relevant to professional development outcomes. Research in general education has located a new paradigm combining both aspects of professional development and environmental support. In this study the same paradigm was used to examine the results of professional development under the Bright Futures policy. Reflective of the policy's lack of structure in implementing professional development, there were variations in outcomes. It also was found that unsuccessful outcomes often were linked to elements of professional development and/ or environmental support which tell short of the paradigm's recommendations. Similarly, successful cases closely reflected the paradigm's recommendations for professional development and environmental support. The overall findings would therefore support the adoption of the study's paradigm in gifted education. The application of findings as applied to research and future professional development practice are also discussed.