Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.13/933791

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Title
Examining the impact of Quality Teaching Rounds on teacher professional learning
Author/Creator
Gore, Jennifer;  Bowe, Julie;  Elsworth, Wendy
Institution
The University of Newcastle. Faculty of Education & Arts, School of Education
Description
Despite rhetorical and financial investments in professional development, much professional learning activity fails to generate the intended improvements in teaching quality and student learning. In this paper, we examine the impact of Quality Teaching Rounds as a specific form of ongoing professional learning designed to address such weaknesses in professional learning experiences, as inadequate time, the absence of an agreed knowledge base, and cultural norms of privatism. Drawing primarily on questionnaire data, we compare the views of teachers who participated in Quality Teaching Rounds with the views of teachers who were not part of the Rounds process. Statistically significant differences were found for seven of eleven scales including Quality Teaching Support, Quality Teaching Reception, Professional Learning Satisfaction, Quality Teaching Coherency, Teacher Responsibility, Quality Teaching Importance, and Professional Learning Coherency. These findings indicate the potential of QT Rounds to substantially impact on teacher professional learning.
Relation
AARE 2010 International Education Research Conference: Making a Difference (AARE 2010). Proceedings of the AARE 2010 International Education Research Conference: Making a Difference (Melbourne 28 November - 2 December, 2010)
Relation
http://www.aare.edu.au/10pap/abs10.htm#G
Date
2010
Publisher
Australian Association for Research in Education (AARE)
Keyword(s)
Quality Teaching Rounds;  teachers;  professional learning;  professional development
Resource Type
conference paper
Identifier
http://hdl.handle.net/1959.13/933791
Identifier
ISSN:1324-9320
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"Examining the impact of Quality Teaching Rounds on teacher professional learning"
 
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