A model for in-school teacher professional development: Extending on action research

Year: 2003

Author: Kervin, Lisa

Type of paper: Refereed paper

As the knowledge base around the way children learn literacy skills has expanded, so too have the expectations placed upon teachers' classroom practice. In response to the changing nature of Literacy instruction I worked with a cohort of six teachers, teaching in the "beginning years" (Early Stage One/Stage One), over the course of 2001. The aim of this was to investigate how they teach writing within their classrooms and the changes that occurred to their teaching practice through the use of action research as a model of professional development.

The action research spiral was used to facilitate increased understanding of this curriculum area and to also change/consolidate their teaching practice. What this study presented was an extension to the action research spiral. Towards the end of 2001 there was a transfer of responsibility where the teachers took ownership of the project and began directing me as the researcher. Through this process the participant teachers took real ownership of the writing pedagogy we had developed. The study began with me as a researcher, involved the teachers as co-researchers and resulted in us being a team.

The final result of this study, I believe, is the development of a grounded theory for curriculum change.