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Developing an inclusive model for 'teacher' professional development

Maclean, Rod and White, Simone 2005, Developing an inclusive model for 'teacher' professional development, in Teacher education : local and global, Australian Teacher Education Association, Melbourne, Vic., pp. 302-309.

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Title Developing an inclusive model for 'teacher' professional development
Author(s) Maclean, Rod
White, Simone
Conference name Australian Teacher Education Association. Conference (33rd : 2005 : Gold Coast, Qld.)
Conference location Surfers Paradise, Queensland
Conference dates 6 - 9 July 2005
Title of proceedings Teacher education : local and global
Editor(s) Cooper, Maxine
Publication date 2005
Conference series Australian Teacher Education Association Conference
Start page 302
End page 309
Publisher Australian Teacher Education Association
Place of publication Melbourne, Vic.
Summary This paper reports on the findings of a recent teaching grant awarded in  2004, from the Australian Teacher Educator's Association (ATEA). The grant enabled a professional development teaching (PDT) team to be established at Norlane West primary School, Geelong. The team comprised of twelve 'teachers' who included two teacher educators, six Year 5 and 6 teachers  and four student teachers. The aim of the project was to examine how a  team of new and experienced teachers developed and changed their  teaching repertoire and their professional identity through a process of teaching, learning and reflection. What made this particular project unique was the inclusion of student teachers in the PDT team and the action  reflection cycle adopted by all members of the team. The reflective cycle consisted of a teacher educator, teacher and the team of student teachers all participating in a filmed teaching experience, editing and reflecting on their own teaching and then sharing the video with the other members of the PDT team. This individual and team reflection process proved to be very  successful and an effective model for influencing 'teacher' professional development.
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ISBN 1920952381
9781920952389
Language eng
Field of Research 139999 Education not elsewhere classified
130313 Teacher Education and Professional Development of Educators
200101 Communication Studies
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2005, Australian Teacher Education Association
Persistent URL http://hdl.handle.net/10536/DRO/DU:30005633

Document type: Conference Paper
Collections: School of Social and Cultural Studies in Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.