Faculty of Education - Theses
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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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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.