The purpose of this study is to understand the opportunities for professional learning teachers encounter over the span of their careers. I conduct two qualitative case studies of mid-career teachers from Ontario, Canada to obtain insights into their teacher development experiences over their first eight years in the teaching profession. The analysis of interviews conducted during this period led me to identify four learning opportunities that were significant for the participants: mentoring at the beginning of the career, learning from and with colleagues, mandated collaborative learning, and part-time graduate studies. The teachers highlight the limits and possibilities of these opportunities considering their professional needs and contexts. Drawing on these findings, some practical recommendations for the design and implementation of teacher development programs are suggested.

The purpose of this study is to learn about the professional development practices of physiotherapists working in long-term care homes in Ontario. A survey was created based on relevant literature and piloted for this study. The survey included both quantitative and open-ended questions. 44 Physiotherapist responded, which represents approximately 10% of physiotherapists working in long-term care in Ontario. The results indicate that physiotherapists are isolated from their physiotherapist peers and lack access to communities of practice, professional socialisation, professional culture and social regulation. Although physiotherapists’ interactions with interprofessional teams added breadth to their knowledge, these interactions did not enhance their profession-specific skills. Many physiotherapists are seeking professional community and social supports in healthcare settings outside of the long-term care context. The implications of this study are that physiotherapists, their professional associations, and their college must understand the importance of professional socialization in learning, and ensure that physiotherapists working in long-term care have access to and seek such social support. Physiotherapy service providers in long-term care should provide mentoring, support and opportunities for social learning for their clinicians. Finally, long-term care homes and the Ministry of Health and Long-term care need to ensure that policies provide a better definition of the role of physiotherapists in long-term care.

There are vast differences between traditional content-based education and transformational outcomes-based education. For example, in content-based education teachers are viewed as the main sources of knowledge whereas in OBE teachers are viewed as facilitators of learning. In content-based education, assessment mostly focuses on the knowledge aspect of learners, rather than on skills, attitude and values. Teachers trained for traditional teaching should somehow be assisted to adjust to the outcomes-based way of teaching. This study firstly wants to identify the didactic-professional needs related to OBE of secondary school teachers in the Venda region of the Limpopo Province. The study identifies two categories of didactic-professional needs, namely: • Needs to improve secondary school teachers' academic competence • Needs to improve secondary school teachers' professional competence. The second objective of this study is to analyse and evaluate current distance education practice based in a printed format as means to satisfy secondary school teachers' didactic-professional needs related to OBE. The third objective of this study is to investigate the effectiveness of distance education based on print to satisfy the Limpopo Province Venda region secondary school teachers' didactic-professional and academic needs related to OBE to determine criteria and guidelines to this effect. A stratified systematic sample of 331 secondary school teachers and managers, including 148 persons who are or have already been involved in distance education, was selected to participate in the study. Data were collected through the use of a questionnaire and interviews with selected persons. Quantitative analysis of data employed a factor analysis to determine significant factors to work with. Cronbach's Coefficient Alpha to establish reliability of instruments, and Cohen's Criterion of effect size to determine significance of differences were used. The main findings of the study are: • The following six factors are regarded as important to satisfy secondary school teachers' didactic-professional needs: 1. Learning strategies centring around learner activities 2. Learner-centred assessing strategies 3. Learners' performance assessing strategies 4. Outcomes and methods of achieving outcomes 5. Educator centred teaching strategies 6. Learner- centred teaching strategies. • Counselling, tutoring and preparation for study are important in distance education to satisfy secondaly school teachers' didactic-professional needs related to OBE. However, counselling and preparation for study sometimes occur in the distance education currently available in the region, particularly in distance education programmes offered through an agent for a university. The findings further show certain differences with regard to teachers' needs and their satisfaction according to the experience, the nature of initial professional training, and the level of the current academic qualifications of the teachers. Finally the study recommends a plan of action to provide distance education based on print to satisfy the didactic-professional needs related to OBE of the Venda region secondary school teachers in Limpopo. The main elements of the plan include: • Effective contact sessions with lecturers. • Regular tutorial sessions under guidance of facilitators (tutors). • A multi-media approach. • Access to counselling and study guidance. • Relevant and integrated summative and formative assessment. • Efficient communication between the academic institution involved and the agent that acts on their behalf (where applicable). / Thesis (Ph.D. (Didactics))--North-West University, Potchefstroom Campus, 2006

Educational policies and systemic inequalities have created “very different educational realities” for African American students and their white counterparts (Darling-Hammond, 2005) resulting in low literacy rates, low test scores, and high dropout rates. Culturally relevant pedagogy has been shown to increase the academic achievement of culturally diverse students (Gay, 2000; Howard, 2003; Ladson-Billings, 1994). However, many in-service teachers struggle to effectively implement a culturally relevant pedagogy (CRP) (Esposito & Swain, 2009; May, 2011; Rozansky, 2010), and limited research has been conducted on professional development aimed at supporting teachers’ knowledge and practices around CRP (Knight & Wiseman, 2005; Milner, 2009). Guided by sociocultural theory (Vygotsky, 1934/1986; Wertsch 1991), critical theory (Freire, 1970), critical race theory (Delgado & Stefanic, 2012; Taylor, 2009) and critical pedagogy (Freire, 1970; Giroux, 2003), this study examined teachers’ changing beliefs and practices as they engaged in professional development on issues related to culturally relevant pedagogy and literacy development. Questions guiding this study were: (1) What shifts do teachers make in their conceptual and pedagogical understandings around CRP when engaged in professional development activities? (2) What factors enhance or inhibit teachers’ ability to implement CRP during literacy instruction? (3) How do teachers navigate contextual constraints to implement their beliefs in relation to CRP? The methodology for this study is formative experiment, as its goal is to bridge the gap between theory and practice, (Bradley & Reinking, 2011). A continuous, teacher-centered professional development focused on CRP served as the intervention for this formative experiment. Data sources include audio-recorded interviews and teacher debrief session, video-recorded professional development sessions, and field notes from classroom observations. Findings of this study indicate that theoretical learning, critical self-reflection, collaboration, and longevity are integral to support shifts in teachers beliefs and practices around culturally relevant pedagogy. Findings also show that the shifting process is dynamic and complex and occurs differently for individuals. Implications of this study suggest that professional learning should be differentiated for teachers as it considers teachers beliefs, experiences, and work context during the learning process. Teachers can form communities of practice to support each other’s learning goals and implementation of CRP.

The aim of this research was to determine the role of the school principal in fostering the creativity and innovativeness of educators. This aim was explored by: determining the nature of creativity and innovativeness; determining the role of the principal in fostering the creativity and innovativeness of educators at schools; and investigating how the creativity and innovativeness of educators is currently fostered at schools. The literature survey on the nature of creativity and innovativeness revealed creativity as the generation of novel and useful ideas and the ability to combine them in a unique way, while innovativeness is the ability to be innovative, i.e. to implement creative outcomes to benefit an organisation or the practical application of ideas towards the organisation's objectives. Creativity and innovativeness can thus be fostered by creating a stimulating work environment that advocates enriched jobs and supporting management practices, an organisational culture that supports innovativeness and an environment that provides adequate resources. Therefore, creativity and innovativeness are a function of an organisational climate that promotes nine dimensions, namely, challenge and involvement, freedom, trust and openness, idea time, idea support, debate, risk-taking, conflict management and humour and playfulness. The empirical survey found that school-organisational climates generally foster educators' creativity and innovativeness in terms of the dimension thereof.-How it was found that some dimensions enjoy more prevalence at schools than others. It was also found that some aspects of these dimensions were inconsistent with the general finding that schools portray climates conducive to educators' creativity and innovativeness. For instance, the involvement of educators in vision review as a way of setting standards or as a pace-setter for performance, and educators having to seek permission before implementing their creative ideas were seen as not fostering creativity and innovativeness at schools. Although there were statistical differences in responses between principals and educators on all creativity and innovativeness dimensions, it was found that these were of no practical significance and thus could be attributed to chance or coincidence. This study therefore recommends that principals should adopt a holistic approach to school organisational creativity and innovativeness. In this way, all the dimensions will be fostered, thus creating school organizational climates that engender the creativity and innovativeness of all educators and focusing on all aspects of their work. Principals should also receive capacity building exercises, initiated both at school and at departmental levels. These exercises should focus on staff development that relates creativity and innovativeness to the achievement of teaching and learning outcomes. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2005.

The purpose of personal therapy for psychologists can be understood as a method of personal and professional development (PPD) and/or in terms of help-seeking. This study aims to consider differences in the use of personal therapy among trainee clinical psychologists. It used a cross-sectional, survey design and invited all British trainees to participate. 437 trainees (25% response rate) completed measures on intrapersonal and interpersonal variables, and answered several factual questions pertaining to demographics and clinically relevant experiences. Several trainees reported experiencing childhood abuse. A large proportion had experienced therapy prior to training. These issues were explored. Discriminant analyses demonstrated that attitude to therapy for PPD and psychological flexibility were important predictors of use of personal therapy, as was emotional neglect in childhood. The potential link between difficult early experience and ability to manage internal experience was considered. Therapeutic orientation of trainee, year of training and course support were also important factors in differentiating between groups. Implications for training and PPD were discussed in terms of suggestions for courses and trainees.

This study investigates physical education (PE) teachers careers and professional development in the context of Taiwanese junior high schools (pupils aged 12-14), where a national educational reform the Grade 1-9 Curriculum was launched in 2001. In particular, from teachers perspectives, this study addresses questions about (1) how and why selected Taiwanese PE teachers engage in professional learning over their careers; (2) the impact of the introduction of a new curriculum and policies; (3) ways in which professional learning could be supported more effectively. Eight case study PE teachers, who simultaneously worked as local coordinators, were invited as participants. Life history method was followed by data analysis using constructivist grounded theory to generate findings at three levels: individual life histories, cross-case themes and a theoretical framework. In addition, the process of data analysis, both manually and using a popular software package, is critically compared. The findings suggest that teachers beliefs about professional development were closely connected to their individual career histories, and these were influenced by a set of personal and contextual factors in relation to their professional lives. Moreover, despite a major government curriculum reform, the implementation of the new curriculum resulted in very little change to these teachers practices, because: (1) the curriculum guidelines were very flexible and were difficult for teachers to fully understand; and (2) there was a lack of evaluation of, or accountability for, teachers practices. This study suggests that the Taiwanese government s aspirations for radical changes to teachers practice (both teaching and learning) are more likely to be realised by ensuring that policies and the new curriculum are based on a more realistic understanding of teachers lives and careers.

In recent decades, reflective practice has become a key driver and an increasingly influential referent in the professional development of student teachers. Yet, the complex, somewhat elusive boundaries of reflective practice make this phenomenon difficult to define. The purpose of this study was to analyse and synthesise existing literature and research in order to better understand the multi-faceted nature of reflective practice. From an informed platform, a new conceptual framework was designed both to capture and investigate nine dimensions of reflective practice in which student teachers could demonstrate capacity and commitment. Eighty year 4 student teachers, who had undertaken action research projects during their final school experience, and thirteen university lecturers, who had guided the student teachers throughout this enterprise, were participants in this study. Data were gathered through questionnaires and semi-structured interviews that incorporated a series of closed and open-ended responses. Quantitative data were analysed to calculate statistical frequencies, percentages, means and standard deviations; and, qualitative data via analytic induction methods to identify common themes and to extract narratives of experience. Findings showed that a majority (>90%) of student teachers perceived their capacity and commitment to engage in six dimensions of reflective practice [and most (>80%) in eight] had influenced their professional development. These perceptions were not wholly congruent with those of dissertation supervisors with variance between supervisors also evident. Qualitative distinctions, in the use of three types of reflective conversation, were found between male and female student teachers and within each gender group. Several constraints in the development of student teachers’ reflective practice also emerged. Further research is recommended into: what evidence and criteria shape judgments about reflective practice; how school-based staff might effectively support student teachers’ development of reflective practice; and, how the framework designed for this study might be replicated and refined to enhance reflective practice in personal professional development across disciplines.

Action research has become a widely accepted and popular form of teacher professional development/learning, within the UK and internationally, and forms part of the professional actions of the Scottish Chartered Teacher. Whilst action research may be a valuable form of professional development supported through awardbearing courses (such as the Scottish Chartered Teacher programmes), funded projects or partnerships with university colleagues, it is questionable to what extent this is continued or even valued by teachers beyond the parameters of CPD courses. If Chartered Teachers are to engage meaningfully in action research then it is vital we understand how they perceive the nature and purpose of such activities and explore the opportunities and limitations they may face. This is not just an issue for Chartered Teachers in Scotland but one that may concern any teacher attempting to engage in action research as part of their practice. To explore teachers’ lived experience of engaging in post-award non-funded action research a case-study approach was adopted. The case study comprised six qualified Chartered Teachers with this thesis focusing on the stories from three of the teachers. In-depth loosely structured interviews were held with participants at three intervals over the course of a year to discuss their current and ongoing action research work. In addition visual data was created by participants to explore, share, (re)present and negotiate their understandings of action research. Documentary data was also collected. A broadly inductive approach to the analysis was taken, coding both within and across cases. A thematic narrative analysis of the individuals’ stories was also undertaken because I believe teachers’ individual stories are critically important and was keen not to reduce these to ‘codes’ and ‘categories’. Emerging from the data are three significant themes - the importance of understanding the nature and purpose of action research; the teachers’ evolving identities as Chartered Teachers/action researchers; and the need to develop and promote a Third Space – creating a conceptually different way of being a teacher. The data shows that traditional notions of research are influencing these teachers’ understanding of action research and this limits their action research work. How teachers understand the nature and purpose of action research is deeply interrelated with their identity as a teacher/Chartered Teacher/action researcher. Their identity(ies), I suggest, is/are a site of struggle, contestation and negotiation and Chartered Teachers are, arguably, in an in-between space: they are simultaneously teacher and researcher, yet they are neither one nor the other. It is possible, then, to understand Chartered Teacher as a hybrid identity and I draw upon Third Space theory as a heuristic to understand Chartered Teacher as a distinctly different way of being a teacher. I argue that a more complex view is needed that promotes the dynamic and fluid nature of action research. The insights drawn from this study offer some understandings that may help us to (re)consider and (re)frame the way in which we understand the teacher as researcher.

Internationally the contribution that teachers’ learning can make in bringing about change in education, by improving outcomes for young people, is a topic of ongoing interest. Influenced by discourses of professionalism, in Scotland education policy has developed over time to support and structure teacher learning throughout the teaching career. However, the lived experience of being a teacher is a socially constructed act located in multiple realities. Policy in action may, or may not, reflect the intentions of policy makers. Within the context of Primary Education, in which 92% of teachers are women, this qualitative study explores women Primary Teachers’ experiences and understandings of professional learning. Semi-structured interviews were conducted with 18 women Primary Teachers and 12 opinion shapers. Critical analysis of relevant educational policy also took place in order to explore dominant policy discourses. A Grounded Theory approach was adapted for data analysis and theory construction. Sensitised by thinking tools provided by feminist theory and Bourdieu, the findings suggest early schooling plays an important part in shaping experiences and understandings of learning. Moreover, gender matters in understanding women Primary Teachers’ experiences and understandings of learning. Early gendered learning identities seemed to notably influence how learning was negotiated and enacted later as a woman, as a teacher and thus as a professional. The woman teacher participants in this study were theorised as Caring Teachers. However, Caring Teachers is not a homogenous construct as the women performed as Nice women, as Confident women, as Kind women and as Authoritative women. Influenced by early schooling and a desire to be ‘good teachers’, the Nice and the Kind women produced themselves within traditional discourses of femininity, of compliance and subordination. This performance of a teacher was vulnerable to policy demands as, despite the rhetoric of professionalism, education policy constructs Class Teachers as technicians. In contrast, the Confident and Authoritative women, more likely to be Chartered Teachers, produced themselves somewhat differently. Their habitus predisposed them to perform as a learner with some confidence. However, although the Confident women and Authoritative women understood and enacted teacher learning differently, their learning too was constrained by the limitations of policy-sanctioned discourses. Informed by the findings of this small-scale study, I argue that teacher learning is subject to complex, interwoven understandings of woman, of learner and of teacher as professional. Attention, therefore, should be given to the interrelated nature of the aforementioned constructs as Women Primary teachers’ learning and professionalism has played, and will continue to play, an important role in shaping the outcomes available to children.