Faculty of Education - Theses

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Ticking boxes, kicking goals: teacher perceptions of their professional learning within the 2014 Victorian performance and development process

Allen, Janette Marion ( 2016)

Australian performance and development processes have been viewed by teachers as having little impact on their teaching and were mainly fulfilled out of compliance, according to a 2009 OECD study. This research details how the current Victorian Performance And Development Guidelines (DEECD, 2014a) represent a change in framing from past policies and how teachers interact with and perceive this new process. This project used a narrative inquiry methodology providing participant teachers with opportunities to articulate and reflect on their learning through a six-month period of their review cycle. The narrative of their experience was analysed using Positioning Theory which was useful in exploring the interplay of factors perceived by teachers to shape their learning over time. These include the negotiation of agreement with leaders, developing understanding of the Australian Professional Standards for Teachers, and a focus on the production of evidence within the goal-setting cycle. Factors were also identified that may need addressing to support the full realisation of the policy’s potential in the lives of teachers and students.