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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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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ItemThe triple-I model of continuing development in school communities( 1984)The Triple-I Model of Professional Development was first aired in the James Report (England, 1972) and developed by the Research Unit of the School of Education, Bristol University, under the direction of Dr. Ray Bolam. This Pilot Study- is an initiative of the Catholic Education Office of Victoria. The research project is an illuminative study of the Triple-I Model of Continuing Development Programmes of fourteen Catholic Parish Primary Schools, over a period of two years. It is assumed in this model of continuing development that schools are groups of people engaged in an educational enterprise. Positive outcomes have resulted in the development and sharing of personal resources within these school communities. Within this context, the teacher moves more surely through the INITIATION, INDUCTION and IN-SERVICE (Triple-I) phases of personal and professional development. This report concludes with recommendations and suggests further research, particularly in the area of resource processes for school principals.
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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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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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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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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.