Faculty of Education - Theses
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ItemTeachers, change and integrated curriculum( 1992)This study describes and analyses a process of change sought through a professional development program about integrated curriculum. A yearlong, school-based program was planned and carried out by the staff of one school in conjunction with the researcher who acted as an outside agent of change. The study had a number of purposes: (1) to explore the roles developed by an outside agent of change in assisting teachers' planning and teaching of integrated curriculum; (2) to examine the way in which teachers developed and changed in relation to integrated curriculum; and (3) to examine factors which appeared to facilitate the process of change towards the planning and implementation of integrated curriculum. The research design drew from ethnographic and action research methodologies and was based on a naturalistic paradigm. Several data sources were used. Extensive data were gathered from four teachers through interviews, written document analysis and participant observation. Three key informants including teachers and observers of the program provided additional data through interview. The remaining staff presented a third source of data through observation, written responses and self- evaluations. A detailed journal, kept by the researcher throughout the study, served a range of important functions including the diversification and triangulation of data. Final analysis of the data provided insight into the nature. of the role of the outside agent of change. In providing input, facilitating the process of change, responding to and challenging teachers, aspects of this role emerged as multidimensional and interdependent. Success in this role depended on a close understanding of individual teachers; the culture of the school; and the nature of integrated curriculum. Teacher change in relation to the implementation of integrated curriculum varied amongst individuals. Collectively, however, teachers developed a clearer conceptual framework in which to plan. They fine-tuned or re-examined their use of resources, selection of content and attention to children's prior and developing understandings. In facilitating the change process, integrated curriculum emerged as a powerful vehicle through which acknowledged characteristics of effective professional development could be fostered in a purposeful way.
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ItemThe structuring of school teaching careers: a study of state primary teacher participation in the Professional Recognition Program( 1999)The Professional Recognition Program (PRP) was introduced to Victorian state school teachers as a new career structure during the early 1990s. The focus of this research project is one that looks at teachers' perceptions of the newly introduced PRP and career structuring. What are their views based on recent experiences? How well does the PRP meet their needs and aspirations? In order to explore this focus it was decided that the methodology of qualitative research, specifically the case study was appropriate. A single school site was chosen and permission gained from the principal, according to Department of Education requirements. Face-to-face interviewing was selected as a method that would achieve detailed and in-depth revelations. Five teachers who were currently experiencing the PRP were selected. The process involved the taperecording of interviews with each teacher, followed by transcription and analysis. The results consisted of a wealth of information showing an array of similar and contrasting perceptions held by the teachers. The most overwhelming reflection about the new PRP structure was in reference to the significant workload accompanying the new promotion positions. In fact this seemed to be the most significant deterrent for teachers seeking promotion. However, teamwork was seen by most participants to be promoted by the PRP because of the measures that had been put in place. The contingency factor of familial status, in particular the consideration of offspring, was found to influence career outlook. Both horizontal and vertical forms of mobility were valued but it appeared that family commitments were a determining factor over choice of mobility. This study showed support for the PRP, with advantages outweighing disadvantages. It is interesting to note that whilst the goals of the PRP were generally praised, the implementation process was questioned. Further studies that examine the effectiveness of selection criteria, processes of annual review and teacher workload may be of value. By examining such areas the positive features of career structures, such as the PRP, may be multiplied.
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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.