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Exploring Intersections Of Work Intensity And Professional Learning: Female Teachers’ Responses To Research Engagement As Professional Learning, Jennifer Mitton-Kukner
Exploring Intersections Of Work Intensity And Professional Learning: Female Teachers’ Responses To Research Engagement As Professional Learning, Jennifer Mitton-Kukner
Australian Journal of Teacher Education
Much research has focused upon the promise of teacher research engagement as a form of professional learning. Yet, little scholarship has looked closely at how female teachers juggle research engagement alongside personal and professional responsibilities. This inquiry into the research experiences of two mid-career teachers provides an up-close look at the ways they attempted to sustain engagement over a three-year period. Attending closely to participants’ accounts of time use, as they engaged in research activities, sheds light upon the presence of socio-cultural expectations, in these instances, constraining their efforts and, arguably, impacting the depth of their professional learning.
Professional Learning Interventionn In Mathematics: A Case Of Developing Portfolio Assessment, Hem Chand Dayal, Bronwen Cowie
Professional Learning Interventionn In Mathematics: A Case Of Developing Portfolio Assessment, Hem Chand Dayal, Bronwen Cowie
Australian Journal of Teacher Education
: This paper reports findings from a Fijian study that engaged secondary mathematics teachers in a two-day professional development workshop on the use of portfolios as an alternative means of assessing student learning in mathematics. Utilising an action research approach with a view to involve teachers as key stakeholders in mathematics education, the professional development prompted a small group of secondary mathematics teachers to think about the mathematics content and processes which could not be assessed using written tests, and to develop assessments that would reflect higher-order thinking in mathematics. While the majority of the teachers came up with ideas …