Professional Development Design: Embedding Educational Reform in New Zealand

Autor/inn/en	Starkey, Louise; Yates, Anne; Meyer, Luanna H.; Hall, Cedric; Taylor, Mike; Stevens, Susan; Toia, Rawiri
Titel	Professional Development Design: Embedding Educational Reform in New Zealand
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 25 (2009) 1, S.181-189 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2008.08.007
Schlagwörter	Teacher Surveys; Organizational Change; Educational Change; Foreign Countries; Professional Development; Skill Development; Secondary Schools; Case Studies; New Zealand + Suchen Sie Ihr Suchwort? Organisationswandel; Bildungsreform; Ausland; Kompetenzentwicklung; Qualifikationsentwicklung; Sekundarschule; Case study; Fallstudie; Case Study; Neuseeland
Abstract	Teacher professional development variously supports ongoing skill development, new knowledge, and systems change. In New Zealand, the implementation of major assessment reforms in senior secondary schools provided opportunity to investigate teacher professional development as a function of the particular stage of an educational reform. Multi-method data sources including teacher surveys and school case studies were employed to evaluate professional development during the embedding stage of a standards-based assessment system, revealing a positive relationship between professional satisfaction and teacher involvement in setting priorities for the professional development. Other positive features were networking, personalized learning, and facilitator expertise. This research illustrates the importance of tailoring professional learning to implementation phase of an organizational change. (Contains 1 figure and 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10