Implementing professional development experiences into classroom practice: Teachers articulate their process

Year: 2004

Author: McKenzie, Barbra

Type of paper: Refereed paper

The importance of ongoing professional development opportunities for classroom teachers has been well documented (Ramsay, 2000; Vinson, 2001; Nelson, 2003). This study focussed upon how five teachers from a Catholic Diocese translated their literacy based professional development experiences into the reality of their individual classroom practice. In research supported by an APA(I) grant, teacher respondents articulated and discussed the logic structures that sustained this process. A range of data, including videotape, interviews, classroom artefacts and flowcharts were collected and analysed using a Grounded Theory methodology. Some of the results are presented and discussed in this paper.