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Professional standards for teachers : a case study of professional learning

Mayer, Diane, Mitchell, Jane, Macdonald, Doune and Bell, Roslyn 2005, Professional standards for teachers : a case study of professional learning, Asia Pacific journal of teacher education, vol. 33, no. 2, pp. 159-179, doi: 10.1080/13598660500121977.

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Title Professional standards for teachers : a case study of professional learning
Author(s) Mayer, Diane
Mitchell, Jane
Macdonald, Doune
Bell, Roslyn
Journal name Asia Pacific journal of teacher education
Volume number 33
Issue number 2
Start page 159
End page 179
Publisher Routledge
Place of publication Abingdon, England
Publication date 2005-07
ISSN 1359-866x
1469-2945
Summary This paper analyses the current Australian policy and research context in relation to developing quality teachers. Like other countries, many educational authorities in Australia are developing professional standards for teachers and the evaluation of teachers against those standards as a
mechanism for ensuring and extending the quality of teaching in schools. A key policy consideration involves the use of professional standards as tools for extending professional learning and/or for credentialing and appraisal. This paper considers these uses of standards by drawing on an evaluation of Education Queensland’s Professional Standards for Teachers pilot.
The pilot focused on using a set of standards as a framework for professional learning. Teachers’ perspectives on the standards and their intended use, their engagement with the standards during the pilot and the nature of professional learning associated with that engagement are discussed in light of current policy debates about professional standards.
Language eng
DOI 10.1080/13598660500121977
Field of Research 130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2005, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30021416

Document type: Journal Article
Collection: School of Education
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