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Full-Text Articles in Education
An Investigation Of Teachers’ Awareness And Willingness To Engage With A Self-Directed Professional Development Package On Gifted And Talented Education, Kylie T. Fraser-Seeto, Steven J. Howard, Stuart Woodcock
An Investigation Of Teachers’ Awareness And Willingness To Engage With A Self-Directed Professional Development Package On Gifted And Talented Education, Kylie T. Fraser-Seeto, Steven J. Howard, Stuart Woodcock
Australian Journal of Teacher Education
Despite recognising the importance of educators in meeting the needs of gifted and talented students, research indicates that teachers often lack the essential knowledge, skills and confidence to identify and meet the needs of gifted and talented students. Evidence suggests this lack of preparation may be related to teachers’ professional development. This quantitative study of 96 primary school teachers aimed to provide an initial insight into the knowledge and uptake of the 2005 DEST/GERRIC Gifted and Talented Training Package. It further aimed to give some insight into teachers’ opinions and behaviours as it pertains to this mode of professional development. …
Preparing Palestinian Reflective English Language Teachers Through Classroom Based Action Research, Majida "Mohammed Yousef" Dajani
Preparing Palestinian Reflective English Language Teachers Through Classroom Based Action Research, Majida "Mohammed Yousef" Dajani
Australian Journal of Teacher Education
Abstract: This study aimed to describe the implementation of individual action research projects among some forty English language teachers distributed in thirty Palestinian schools in Ramallah and Qabatya districts-Palestine. It aimed to analyze the outcomes of the teachers’ action research as part of a broader participatory action research project that is intended to increase the capacity among teachers in Palestine as part of the LTD program. The data revealed that in spite of the difficulties that Palestinian teachers face, action research was a powerful, inquiry and exploratory tool that impacted teachers’ classroom practices and professional development. Furthermore, the implementation of …
School Leaders As Participants In Teachers’ Professional Development: The Impact On Teachers’ And School Leaders’ Professional Growth, Annette Hilton, Geoff Hilton, Shelley Dole, Merrilyn Goos
School Leaders As Participants In Teachers’ Professional Development: The Impact On Teachers’ And School Leaders’ Professional Growth, Annette Hilton, Geoff Hilton, Shelley Dole, Merrilyn Goos
Australian Journal of Teacher Education
Over a two-year period, approximately 70 teachers from 18 schools participated in an on-going professional development program as part of a study to promote the teaching and learning of numeracy. Principals and other school leaders were invited to participate in the professional development program alongside their teachers, which 20 leaders from 11 schools chose to do. Throughout the project, data were collected from teachers and participating school leaders using surveys, interviews, and workshop discussions to investigate teachers’ and leaders’ professional growth. The findings showed that school leaders’ participation in teacher professional development programs has a positive influence on the capacity …
From Surveillance To Formation? A Generative Approach To Teacher ‘Performance And Development’ In Australian Schools, Nicole Mockler
From Surveillance To Formation? A Generative Approach To Teacher ‘Performance And Development’ In Australian Schools, Nicole Mockler
Australian Journal of Teacher Education
This paper explores the possibilities and limitations of the AITSL Performance and Development Framework as a vehicle for authentic teacher professional learning. It suggests that the Framework offers a range of implementation possibilities, from surveillance of teaching practice at one end of the spectrum to ongoing and generative formation of teachers at the other, and argues that at its best, the Framework will be interpreted and implemented as a catalyst for school-developed, inquiry-based professional learning that builds collegial professional practice and supports teachers to develop and take an inquiring stance toward their practice.