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

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conference contribution
posted on 2008-01-01, 00:00 authored by Gail Chittleborough, Peter Hubber, G Calnin
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.

History

Event

Australian Association for Research in Education.. International Education Research Conference (2008 : Brisbane, Qld.)

Publisher

Australian Association for Research in Education

Location

Queensland University of Technology

Place of publication

[Coldstream, Vic.]

Start date

2008-11-30

End date

2008-12-04

Language

eng

Notes

Reproduced with the specific permission of the copyright owner.

Publication classification

E2 Full written paper - non-refereed / Abstract reviewed

Copyright notice

2008, The Author

Editor/Contributor(s)

P Jeffrey

Title of proceedings

AARE 2008 : International Education Research Conference - Brisbane

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