The aims of this study were to investigate tertiary English language teachers’ needs, experiences, and expectations for PD in oral English discussion strategies, to develop a transformative model of professional development using a CoP framework, and to consider how teachers transformed their learning through completing this PD program. To achieve these aims, a case study was designed that used both quantitative and qualitative data collection methods to collect data from multiple sources. Data were collected from: (1) a questionnaire of 30 EFL teachers in the English department of a Chinese university; and (2) interviews with four teachers who volunteered to participate in the CoP; and (3) audio transcriptions of ten professional development meetings, blogs and follow-up electronic interviews six months later. These data were analysed using quantitative and qualitative techniques. The key findings from the analysis of the teacher PD questionnaires and preliminary interview responses showed that although the English teachers in the research site lacked PD experience, they had positive perceptions and expectations for PD activities. However, it was found that PD activities that the respondents had previous attended had been mainly trainer-centred and not relevant to their actual classroom teaching. The teachers reported a need for more opportunities to work with their peers in groups, and for professional development more closely aligned with their needs that considered their other professional commitments and workloads. Based on these findings, a PD program using a Communities of Practice framework was designed to assist teachers to develop new strategies for teaching English oral language skills. Analysis of the transcripts from the PD meetings, post-PD interviews, and electronic interviews revealed that the process of PD implementation was more complex than the initial framework had suggested. First, the outcomes after the implementation of the model varied more than anticipated. The teachers negotiated meanings to enable them to introduce new practices, persisted with their old practice, and adapted, rather than directly adopting, activities. Second, the teachers’ change in practice was smaller than anticipated. Third, the teacher change related to thinking as well as practice. The PD model using a CoP framework was then refined and extended based on these findings. The study also reported an individual case study of one participant’s (Yang’s) learning in the PD program. It was found that Yang went through a significant evolution in her learning. She came to the program as an “outsider” and a listener who was willing to learn new practice from the other teachers. She experienced various cycles during which she implemented what she learned in the meetings and achieved transformation, which included both adaptation and adoption of new strategies in her teaching. The findings revealed that the process of teacher transformative learning in a CoP was complex, cyclical and requires further facilitation and extended participation in face-to-face group activities. Implications were drawn from these findings about directions for future research including: further research in the Chinese context for deeper understanding of teacher transformative learning in PD, and further research on implementing the model in other contexts to explore teachers transformative PD and to investigate the possibility of extending this model to a larger context. This study is an example of how a professional development model using a Community of Practice framework could be implemented for EFL teacher transformative learning in one Chinese university. The study proposed a model, then refined and extended this model which might be applied to other research contexts.

The aims of this study were to investigate tertiary English language teachers’ needs, experiences, and expectations for PD in oral English discussion strategies, to develop a transformative model of professional development using a CoP framework, and to consider how teachers transformed their learning through completing this PD program. To achieve these aims, a case study was designed that used both quantitative and qualitative data collection methods to collect data from multiple sources. Data were collected from: (1) a questionnaire of 30 EFL teachers in the English department of a Chinese university; and (2) interviews with four teachers who volunteered to participate in the CoP; and (3) audio transcriptions of ten professional development meetings, blogs and follow-up electronic interviews six months later. These data were analysed using quantitative and qualitative techniques. The key findings from the analysis of the teacher PD questionnaires and preliminary interview responses showed that although the English teachers in the research site lacked PD experience, they had positive perceptions and expectations for PD activities. However, it was found that PD activities that the respondents had previous attended had been mainly trainer-centred and not relevant to their actual classroom teaching. The teachers reported a need for more opportunities to work with their peers in groups, and for professional development more closely aligned with their needs that considered their other professional commitments and workloads. Based on these findings, a PD program using a Communities of Practice framework was designed to assist teachers to develop new strategies for teaching English oral language skills. Analysis of the transcripts from the PD meetings, post-PD interviews, and electronic interviews revealed that the process of PD implementation was more complex than the initial framework had suggested. First, the outcomes after the implementation of the model varied more than anticipated. The teachers negotiated meanings to enable them to introduce new practices, persisted with their old practice, and adapted, rather than directly adopting, activities. Second, the teachers’ change in practice was smaller than anticipated. Third, the teacher change related to thinking as well as practice. The PD model using a CoP framework was then refined and extended based on these findings. The study also reported an individual case study of one participant’s (Yang’s) learning in the PD program. It was found that Yang went through a significant evolution in her learning. She came to the program as an “outsider” and a listener who was willing to learn new practice from the other teachers. She experienced various cycles during which she implemented what she learned in the meetings and achieved transformation, which included both adaptation and adoption of new strategies in her teaching. The findings revealed that the process of teacher transformative learning in a CoP was complex, cyclical and requires further facilitation and extended participation in face-to-face group activities. Implications were drawn from these findings about directions for future research including: further research in the Chinese context for deeper understanding of teacher transformative learning in PD, and further research on implementing the model in other contexts to explore teachers transformative PD and to investigate the possibility of extending this model to a larger context. This study is an example of how a professional development model using a Community of Practice framework could be implemented for EFL teacher transformative learning in one Chinese university. The study proposed a model, then refined and extended this model which might be applied to other research contexts.

The aims of this study were to investigate tertiary English language teachers’ needs, experiences, and expectations for PD in oral English discussion strategies, to develop a transformative model of professional development using a CoP framework, and to consider how teachers transformed their learning through completing this PD program. To achieve these aims, a case study was designed that used both quantitative and qualitative data collection methods to collect data from multiple sources. Data were collected from: (1) a questionnaire of 30 EFL teachers in the English department of a Chinese university; and (2) interviews with four teachers who volunteered to participate in the CoP; and (3) audio transcriptions of ten professional development meetings, blogs and follow-up electronic interviews six months later. These data were analysed using quantitative and qualitative techniques. The key findings from the analysis of the teacher PD questionnaires and preliminary interview responses showed that although the English teachers in the research site lacked PD experience, they had positive perceptions and expectations for PD activities. However, it was found that PD activities that the respondents had previous attended had been mainly trainer-centred and not relevant to their actual classroom teaching. The teachers reported a need for more opportunities to work with their peers in groups, and for professional development more closely aligned with their needs that considered their other professional commitments and workloads. Based on these findings, a PD program using a Communities of Practice framework was designed to assist teachers to develop new strategies for teaching English oral language skills. Analysis of the transcripts from the PD meetings, post-PD interviews, and electronic interviews revealed that the process of PD implementation was more complex than the initial framework had suggested. First, the outcomes after the implementation of the model varied more than anticipated. The teachers negotiated meanings to enable them to introduce new practices, persisted with their old practice, and adapted, rather than directly adopting, activities. Second, the teachers’ change in practice was smaller than anticipated. Third, the teacher change related to thinking as well as practice. The PD model using a CoP framework was then refined and extended based on these findings. The study also reported an individual case study of one participant’s (Yang’s) learning in the PD program. It was found that Yang went through a significant evolution in her learning. She came to the program as an “outsider” and a listener who was willing to learn new practice from the other teachers. She experienced various cycles during which she implemented what she learned in the meetings and achieved transformation, which included both adaptation and adoption of new strategies in her teaching. The findings revealed that the process of teacher transformative learning in a CoP was complex, cyclical and requires further facilitation and extended participation in face-to-face group activities. Implications were drawn from these findings about directions for future research including: further research in the Chinese context for deeper understanding of teacher transformative learning in PD, and further research on implementing the model in other contexts to explore teachers transformative PD and to investigate the possibility of extending this model to a larger context. This study is an example of how a professional development model using a Community of Practice framework could be implemented for EFL teacher transformative learning in one Chinese university. The study proposed a model, then refined and extended this model which might be applied to other research contexts.

This study was undertaken in conjunction with the Successful Integration of Learning Technologies (SILT) Project in Victorian state schools, and its purpose was to identify the forms of teachers’ professional practice that enhance knowledge building, in order to inform teacher development policy and pre-service education. Knowledge building is based on a constructivist approach to learning and teaching, and this, in conjunction with the spread of learning technologies, is said to have greatly changed the role of the teacher in the classroom: from the expert dispensing knowledge to the facilitator of student learning. (For complete abstract open document)

This qualitative, descriptive study explored physiotherapists' experience of participating in peer review in public and private health services in New Zealand. Peer review is a professional activity where one health practitioner evaluates the practice of another. Accordingly, much professional effort has been expended on developing peer review systems and implementing review processes, yet the benefits of peer review are uncertain. A changing legislative environment where producing evidence of ongoing professional development is required, has provided impetus for this study given the limited research to support the use of peer review in this context. While the literature identifies competing focuses on professional development and accountability, there is lack of clarity about which model of peer review is being implemented in this country and which might serve the profession better. This study is a first step in clarifying the issues by identifying the personal, professional and organisational factors that influence health professionals' participation in peer review. The methodology consisted of a qualitative descriptive approach situated within a post positivist paradigm. Seven physiotherapists working in the New Zealand health system who had participated in a peer review process within the last 3 years participated in this study. Semi structured interviews were conducted, guided by broad questions relating to central themes identified during an extensive literature review. Interviews were then audio taped and transcribed verbatim to form the data. Transcripts were analysed by assigning content labels to units of text that seemed to encapsulate one complete thought or idea. The labelled groups were analysed into sub themes. Finally, the general themes that arose were described. Findings indicate that while peer review systems have been developed and are carried out as prescribed, therapists lack clarity about the intended outcomes. While recognising the benefits of receiving feedback on practice, many manage the review process to maintain positive working relationships and ensure their practice is favourably reviewed. The strategies they employ and the consequences of managing peer review in these ways are described. Current peer review processes in New Zealand do not provide reliable information about competence to practice. Neither do they fully achieve their potential as a professional development tool. Therefore, the professional emphasis and effort on peer review needs to be revisited. The findings highlight the need for consultation amongst individual physiotherapists, physiotherapy managers, physiotherapy professional organisations, and the registration board, to negotiate whether regulatory or professional development needs will drive peer review processes in New Zealand in the future.

This thesis explores the process of an annual appraisal strategy, ‘clinical conversation’, from the perspective of seven nurses who were assessed using this technique. The findings demonstrate that clinical conversation is a strategy which facilitates reflection, both as a solitary exercise and with others, to ensure that learning from experience is optimized. The research used a qualitative interpretive approach informed by the model of Grounded Theory espoused by Strauss and Corbin. All eight nurses who were assessed using the clinical conversation strategy were advanced practitioners working within the scope of sexual and reproductive health. Two of the actual appraisals were observed and seven of the nurses were interviewed within eight weeks of being assessed. The outcome of the clinical conversation was primarily one of learning; the acquisition of new insights into self as practitioner. The learning was facilitated through the process of narration; telling the story of clinical practice. Three distinct narrative cycles were identified, each an experiential learning episode. The experience of undertaking a variety of assessment activities created a narrative with self and triggered an internal reflective thinking process; the experience of working with a peer created an additional narrative, a mutual dialogue reflecting back on practice; the experience of sharing practice with an assessor created a further and final narrative, a learning conversation. Each narrative can be seen as a catalyst for change. Primarily, the nurses felt differently about themselves in practice, the way they saw themselves had shifted. Such a change can be described as an alteration in perspective. These alterations in perspective led all nurses to identify ways in which they would change their actual clinical practice. In this way the nurses attempted to align their espoused beliefs about practice with their actual practice. My study shows that each nurse responded differently to each narrative learning cycle: for some the conversation with the assessor was more of a catalyst for change than for others. In this way clinical conversation may be flexible enough to respond to a variety of differing learning styles. Learning was person specific which is an imperative for the continued professional development of already highly skilled clinicians. The implication of the research is that whilst clinical conversation was designed as a tool for appraising clinical competence, its intrinsic value lies in supporting the professional development of nurses.

This is a study of teacher professional development at the school level using teacher research as a strategy for both teacher professional learning and school change. A qualitative study was conducted to determine the conditions that would develop and sustain teachers researching their own practice in a culture of inquiry. Participant observation in one school over a two year period was used to investigate the issue of how to embed teacher research as a central feature of teachers� work. As a result of working with teachers as they researched their practice I have developed a model to explain and understand the complexities of schools and their cultures. Teachers researching their practice provided the driving force in the interplay of the elements of the model and had the potential to change school culture. Relationships, structures and processes are central to this model. Social and professional relationships between the teachers and the university partner developed and were supported by structures and processes. As the research continued these relationships changed and evolved. These relationships help develop a culture of inquiry in schools. The school/university partnership in this study evolved from an initial symbiotic�cooperative partnership (in which I shared my expertise and supported the work of teachers) into a later organic�collaborative partnership (one based on mutual and shared goals and benefits). The existing team of four teachers and the allocation of time for them to meet provided the essential structures for the teachers to research their practice. The collective leadership style instigated by the school Principal provided important human and financial support for the development of inquiry cultures. Collaboration and collegiality as forms of association enabled teachers to conduct research which challenged their individual and collective beliefs and assumptions about students� learning and their classroom practice. The content and form of teacher culture mediated the effects of teachers researching their practice. There are critical and transformational effects when teachers research their practice as part of their core work. Introducing these teachers to research was not without its difficulties. There were events and factors in the school relating to relationships, structures and processes which hindered the development of teacher research in a culture of inquiry. Because of the time frame of this study there is no evidence that school culture change is permanent. This could be the subject of future research.

Hospital care is changing, - dominated by the dollar and technology and the patient is taking second place. Nursing, traditionally known as being a caring profession, is not exempt from the changes and the traditional entrance interview to find caring students has been replaced by a computerised system. Graduates from university programs are being branded as non-caring. This research sought to find practical ways in which nurses showed caring to patients, and to develop a framework which could be used to teach and cultivate caring attributes in undergraduate students. A broad sweep of the past was taken to show how, dominated by disease and the necessity to take care of the suffering and infirm, nursing has been inextricably linked to the inability of science to cure. The discussion on the impact of the Therapeutic Revolution and a health care system, dominated by the dollar, places nursing and caring in perspective. Some philosophical, religious and psychological notions of caring were briefly explored. A participative paradigm underpins this research which uses a collaborative inquiry cyclical and reflective process of three phases. In Phase I a group of Graduate Registered Nurses reflected on the enacted/strategies/skills that were used to show caring to patients. Six key enactments were elicited from the total of 64 reflections that were submitted. Phase II constructed a framework that could be used to teach caring, which was then critiqued by an expert group of educators. Phase III returned to Phases I and II and used a process of reflection-on-reflection and a new emergent meaning of caring in nursing ensued. As a result of this reflection-on-reflection, a reconfiguration of the framework resulted in the development of the Care Connections model.

Thesis (MEd)--University of Melbourne, Melbourne Graduate School of Education, 2009. / Typescript. Includes bibliographical references (leaves 114-130)

The key aims of this case study are to understand the notion of teacher leadership and identify factors that impact the professional development of teacher leaders in a foreign language institute. As little empirical research exists on how EFL teacher leaders acquire leadership skills and learn about leadership roles, this study explores factors contributing to the professional learning and growth of EFL teacher leaders in the Saudi EFL context. The study is an interpretive one, using semi-structured interviews as the primary data collection instrument complemented by an open-ended questionnaire. The detailed accounts of 12 EFL teacher leaders indicate that ‘teacher leadership’ is a novel construct at the ELI where teacher leadership roles are positioned in the middle of the organisational hierarchy. EFL teachers in these middle-level leadership roles have titles such as head of professional development unit (PDU), head of academic coordination unit (ACU) and head of curriculum unit (CU). In spite of being a new concept at the ELI, leadership roles and responsibilities to a great extent share similarities with teacher leadership in western school contexts. However, teacher leaders encounter various challenges which are mainly due to the bureaucratic structures at the ELI. The data reveal lack of autonomy, inadequate professional support from the top management, and ineffectiveness of the existing professional development courses at the ELI. This study provides insights into factors which support EFL teacher leader professional development. There are five main elements: a) previous experiential learning, both formal and informal; b) leadership knowledge, skills and abilities which are brought to their current roles and further improved through collaborative practices; c) intrinsic motivation and personal urge to do more learning and leading; d) learning from being in leadership roles; and e) reflective practices at individual and group levels. Despite the concurrent difficulties and uncooperative workplace environment, the EFL teacher leaders managed to acquire role-related leadership skills while learning on the job. This thesis concludes by offering suggestions tailored to the professional development needs of teacher leaders in the EFL context, namely that top leadership should adopt flexible leadership approaches and that trainers should conduct more context-specific professional development courses on a regular basis. These supportive strategies should ensure sustainable professional development and raise the degree of professionalism among EFL teacher leaders at the ELI.