Session Information
15 SES 12 JS, Joint Paper Session NW 15 & NW 26
Joint Paper Session NW 15 and NW 26
Contribution
This study will assess and profile the professional learning culture of 30 government primary schools in Victoria, Australia. Through the development and use of a survey instrument, the inquiry aims to understand the very forms and content of the in-situ professional learning within each of these schools. It will then explore the various relationships between a school’s professional learning conventions and culture; and the i) teaching practice, ii) teacher belief of learning, iii) the mindsets of the educators and finally iv) various conventional indicators of school performance.
When considering student achievement within a formal learning environment, research purports that ‘Teachers Make a Difference’ (Hattie, 2003). Assuming that evidential knowledge from cognitive, neural and pedagogical scientific research can inform the practice of educators, then by what means should we provide teachers and educational leaders with the most coherent, accurate and relevant information, in order to broaden their instructional repertoire?
The real insight here, is that it’s not about more sophisticated neuroscientific concepts necessarily, it’s about more reliable and specific modalities of transference. Research (Timperley, Wilson Barrar & Fung, 2007) has shown that problems of professional practice and the subsequent effective pedagogic response needs to be specific to the individual learner, educator, environment. The study intends to explore the conceptualisation and operationalisation of a survey instrument that will enable schools to better understand their professional learning culture to enable informed decision making about effective next steps.
Method
Expected Outcomes
References
Hattie, J. (2003). Teachers make a difference: what is the research evidence? (p. 4). Melbourne: Australian Council for Educational Research. Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2008). Teacher professional learning and development.
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