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ERIC Number: EJ863441
Record Type: Journal
Publication Date: 2009-Jun
Pages: 19
Abstractor: As Provided
Reference Count: 65
ISBN: N/A
ISSN: ISSN-1941-5257
Promoting Professional Inquiry for Improved Outcomes for Students in New Zealand
Timperley, Helen S.; Parr, Judy M.; Bertanees, Cherry
Professional Development in Education, v35 n2 p227-245 Jun 2009
Increasing attention is being paid to professional development as a way to improve outcomes for students but its promise has not always been realised. Broadly speaking, approaches to professional development have either focused on developing better prescriptions for teaching practice or on collaborative reflective inquiry into practice. Neither approach has been particularly effective in achieving substantive improvement in student outcomes. In this paper, a third approach is described, one associated with substantive gains in student achievement on reading comprehension and the deeper features of writing in New Zealand. In essence, teachers are supported to identify their professional learning needs through an analysis of their students' learning needs, to build their pedagogical content knowledge in sufficient depth to address their students' learning needs and then to check both formally and informally whether their changed teaching practices are having the desired impact. (Contains 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand