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ERIC Number: EJ1146796
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1941-5257
The Value of Collaborative Rounds for Teacher Professional Learning in Australia
Mansfield, Caroline; Thompson, Greg
Professional Development in Education, v43 n4 p666-684 2017
Teacher professional learning (PL) is viewed by governments, bureaucracies and school systems as important for improving teaching quality and effectiveness. This new enthusiasm, however, is set against a history of professional development in schools of marginal benefit. In response to this history, education authorities are interested in PL that emphasises collaborative, relevant and authentic opportunities for teachers. This article reports a study investigating the potential of a collaborative rounds-based approach for teacher PL conducted across three small primary schools in Western Australia. Using qualitative data gathered over a year, strengths and challenges of the rounds approach are explored. Findings show how this PL supported teacher learning, the perceived influence on classroom instruction and the benefits in working collaboratively. Challenges included time and logistics, overcoming anxiety about being observed and the process of learning observational skills. Implications for future implementation as well as policy and practice are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A