Professional learning
This article examines the changes that 12 primary, intermediate and secondary schools made to the way they planned and organised professional development, and evaluates the experience of four of the 12 principals who participated in a professional development group as part of the programme.
Teachers engaging in “learning talk” analyse, critique and challenge their current teaching practices to find and/or create more effective ways of teaching. Using three New Zealand studies, this article examines the effectiveness of “learning talk” in facilitating changes in teacher practices and beliefs, and in student achievement. It addresses the challenges to this kind of talk, and explains the role of expert support in facilitating it.
The overlaps between the requirements of good research and good practice provide both a foundation and a rationale for the development of teachers as researchers. Viviane Robinson examines some of the challenges of creating a teacher culture in which research-based discussion and debate becomes an integral part of teacher professionalism.
Research suggests that teachers need a great deal of professional support if they are to acquire and use new knowledge and skills, but within the area of formative assessment teachers have often been expected implement policy with little help or support. A research project investigating the factors that have shaped and influenced teachers’ understandings of formative assessment points to the need for a focus in this area.
Research Information for Teachers, known as set, has become an iconic symbol of NZCER’s long-term services. It implements one of its key statutory obligations, it continues the priorities inherent in the Council’s most significant phase of expansion begun in the 1960s.
set started in 1974 as a kit—looseleaf pages and little booklets with articles, reviews, and even
stories. set generally came out twice yearly—free for the first few issues, funded by the Department
of Education, then on a subscription basis. It covered education from preschool to tertiary level.
Leadership coaching with a professional partner assists leaders to be reflective in action, on action and for future action, resulting in knowledgeable practice.
What are the patterns of stress and satisfaction experienced by beginning teachers? Findings from interviews with 18 New Zealand beginning primary teachers over their first two years of teaching confirm some assumptions, challenge others, and give insight into the factors that make for resilience.
This article focuses on planning as a strategy for enhancing teacher pedagogical content knowledge.
