Abstract:
Much has been invested in the capacity of professional learning to support teacher growth and improve schooling outcomes (Vandenberghe, 2002). In relation to the NSW Quality Teaching reform, the view is that teachers must engage in professional learning activities that deepen their understanding of Quality Teaching, if Quality Teaching is to improve pedagogy (and student outcomes).
Drawing on survey and interview data from SIPA, we examine the range of professional learning experiences in which approximately 900 teachers have been engaged during the past two years, and examine the effectiveness of that professional learning as judged by the teachers. We also consider differences and similarities between schools and draw conclusions to guide ongoing efforts to conduct meaningful professional learning to improve pedagogy. We include quantitative analyses of the relationship between the amount, type, and level of satisfaction with QT professional learning and the quality of pedagogy found in SIPA schools. Qualitative data are also used to shed light on what it takes for professional development to have a positive impact on pedagogy. The research reported in this paper is designed to enhance our empirical understanding of the relationship between professional development and the improvement of pedagogical practice.
Drawing on survey and interview data from SIPA, we examine the range of professional learning experiences in which approximately 900 teachers have been engaged during the past two years, and examine the effectiveness of that professional learning as judged by the teachers. We also consider differences and similarities between schools and draw conclusions to guide ongoing efforts to conduct meaningful professional learning to improve pedagogy. We include quantitative analyses of the relationship between the amount, type, and level of satisfaction with QT professional learning and the quality of pedagogy found in SIPA schools. Qualitative data are also used to shed light on what it takes for professional development to have a positive impact on pedagogy. The research reported in this paper is designed to enhance our empirical understanding of the relationship between professional development and the improvement of pedagogical practice.