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Reciprocal mentoring across generations: sustaining professional development for english teachers

Boyer, Ivan, Maney, Bev, Kamler, Barbara and Comber, Barbara 2004, Reciprocal mentoring across generations: sustaining professional development for english teachers, English teaching: practice and critique, vol. 3, no. 2, pp. 139-150.

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Title Reciprocal mentoring across generations: sustaining professional development for english teachers
Author(s) Boyer, Ivan
Maney, Bev
Kamler, Barbara
Comber, Barbara
Journal name English teaching: practice and critique
Volume number 3
Issue number 2
Start page 139
End page 150
Publisher University of Waikato
Place of publication Hamilton, New Zealand
Publication date 2004-09
ISSN 1175-8708
Keyword(s) literacy
literacy curriculum
pedagogy
school-based research
professional development
standardised testing
Summary This article draws on a collaborative research project entitled Teachers Investigate Unequal Literacy Outcomes: Cross-generational Perspectives, funded by the Australian Research Council 2002-2004 and awarded to Barbara Comber, University of South Australia and Barbara Kamler, Deakin University. The university researchers invited early career teachers in their first five years of teaching, and late career teachers with at least twenty-five years experience, to collaboratively explore the problem of unequal outcomes in literacy. Over a period of three years, the teacher researchers conducted audits of their classroom literacy programs and the effects on different children; case studies of students they were most concerned about; and redesigns of their literacy curriculum and pedagogy.  Bev Maney and Ivan Boyer collaborated as research partners in the context of their work together as English teachers at Portland Secondary College, Victoria. This paper is based on transcripts of their many conversations with one other and the research team and is represented as an interrupted conversation with the university researchers. Here they critique current models of professional development and the effects of standardised testing and argue for the importance of serious teacher conversations and ongoing school-based research.
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Language eng
Field of Research 130299 Curriculum and Pedagogy not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2004, University of Waikato
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30008765

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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.