Teachers' Perceptions and Experiences during an Annual Performance and Development Cycle

Autor/inn/en	Elliott, Kerry; Hattie, John; Graham, Lorraine
Titel	Teachers' Perceptions and Experiences during an Annual Performance and Development Cycle
Quelle	In: Australian Journal of Teacher Education, 47 (2022) 11, S.18-35 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Teacher Attitudes; Teaching Experience; Teacher Evaluation; Faculty Development; Elementary School Teachers; Foreign Countries; Teacher Administrator Relationship; Expectation; Accountability; School Culture; Metacognition; Guidance; Australia + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teacher appraisal; Lehrerbeurteilung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Expectancy; Erwartung; Verantwortung; Schulkultur; Schulleben; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Beratung; Australien
Abstract	In this study, the perceptions and experiences of eighteen teachers across three primary schools in Victoria, Australia, were examined as they participated in an annual performance and development cycle, guided by the Australian Teacher Performance and Development Framework. The study sought to investigate teachers' experiences and perceptions of the cycle to understand the aspects perceived as valuable to these teachers. Semi-structured interviews and focus groups were held with teachers at the beginning and end of each school's annual performance and development cycle, and responses were thematically analysed. Findings suggest that school leaders perform a critical role in the success of performance and development processes, and cultivating a culture of learning and development with a focus on individual and collective improvement helped teachers feel connected to these processes and empowered as learners. The findings of this study have implications for the individual and collective nature of performance and development. Based on research and findings, a five-step model is proposed to support the design and implementation of meaningful teacher performance and development processes. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01