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Investigating the factors of professional development programs that effect change in the classroom

Chittleborough, Gail Diane, Hubber, Peter and Calnin, Gerard 2008, Investigating the factors of professional development programs that effect change in the classroom, in AARE 2008 : International Education Research Conference - Brisbane, Australian Association for Research in Education, [Coldstream, Vic.].

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Title Investigating the factors of professional development programs that effect change in the classroom
Author(s) Chittleborough, Gail Diane
Hubber, Peter
Calnin, Gerard
Conference name Australian Association for Research in Education.. International Education Research Conference (2008 : Brisbane, Qld.)
Conference location Queensland University of Technology
Conference dates 30 November - 4 December 2008
Title of proceedings AARE 2008 : International Education Research Conference - Brisbane
Editor(s) Jeffrey, Peter L.
Publication date 2008
Publisher Australian Association for Research in Education
Place of publication [Coldstream, Vic.]
Summary This paper reports on the implementation of two professional development programs designed to support ICT based pedagogies in Victorian (Australia) schools. In both programs the teachers participated in an intensive program of professional development designed to assist them in embedding ICT into their classroom practice. There was a large diversity of circumstances experienced by the schools, not only in terms of ICT availability and use, and teacher experience, but also in issues of cultures of curriculum planning and integration, size, communication, and pedagogical presumptions. Both projects were successful in implementing change; however there were teachers in both projects who failed to take advantage of the PD. Some of the limitations with both studies include the high expectations of time comittment by the teachers – who are already fully committed with full teaching loads, and the high expectations of the change that will occur in the teaching and
learning as a result of the PD, wthout consideration of the time needed to learn and adopt new pedagogical practice. In some cases, teachers and the school did not appreciate the necessary commitment to take full advantage of the opportunity being provided. This was compounded by the lack of support and recognition by school management.
Notes Reproduced with the specific permission of the copyright owner.
Language eng
Field of Research 139999 Education not elsewhere classified
HERDC Research category E2 Full written paper - non-refereed / Abstract reviewed
Copyright notice ©2008, The Author
Persistent URL http://hdl.handle.net/10536/DRO/DU:30019272

Document type: Conference Paper
Collections: School of Education
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