This study highlights the professional development needs and perceptions of secondary
teachers in the Australian Capital Territory (ACT) as these relate to teacher promotion
level, years of teaching experience, and subject specialisation. The study also
investigates the delivery mechanisms best suited to these needs and perceptions.
In a devolving education system, effectiveness of teachers' professional development
will depend on finding an appropriate balance between the systems' needs, the schools'
needs and the needs of individual teachers. A mismatch appears to exist between the
provision of professional development and teachers' perception of their professional
development requirements.
This study was conducted in secondary government high schools and colleges in a
selected school region of the ACT. It involved circulating, collecting and analysing a
survey which included seven questions related to four selected themes on professional
development. These are
� teachers' participation in professional development activities by time and provider
� teachers' perception of the effectiveness of formal and informal professional
development in and away from the workplace
� teachers' preferred delivery system of professional development
� professional development and the role of the Advanced Skills Teacher classification.
The overall findings of this study indicate that the professional development needs of
secondary teachers in the ACT are as multifaceted and diverse as those found in other
studies such as Logan (1990), DEBT (1991), Boomer (1988) and the Schools Council
(1990). A less centralised more devolved system of professional development has a
greater chance of meeting the varied needs of individual teachers according to the
DEBT (1991) study and the ACT review (ACTDET, 1993: 52).
In the ACT a centralised program of professional development is provided by the
Professional Development Section of the ACT Department of Education and Training
(ACTDET). This centralised model of professional development delivery is the most
used provider of professional development services and programs within the ACT,
although 43% of the respondents in this study did not attend any courses offered by the
Professional Development Section.
Overall this study found very little variation occurred in teachers' beliefs about whether
professional development is more effective if conducted through formal courses, or by
informal associations with teachers, students and parents. The findings imply the need
for a balance between on-site and off-site delivery mechanisms of professional
development. Working with colleagues for professional development purposes is
supported by the respondents who agreed with involving the proposed Advanced Skills
Teacher 2 classification (AST 2) with specific organisational and leadership
responsibilities for professional development.
This study found that respondents in Health/PE and Science had very low participation
rates in courses offered by the Professional Development Section, compared to other
key learning areas, and they perceived that they improved their knowledge and skills to
a greater degree 'on' the job, that is, at school. Teachers with extended teaching
experience perceived formal courses to be a more effective means of improving their
skills and knowledge.
In conclusion this study raises the question of balancing the needs of the individual
teacher with those of the school and the system. It has highlighted the need for a more
structured professional development plan for ACT teachers so that funding and
programs do not focus solely on system priorities or school priorities at the expense of
the individual teachers' needs and priorities.
| Identifer | oai:union.ndltd.org:ADTP/218936 |
| Date | January 1996 |
| Creators | Fitzhardinge, Jocelyn, n/a |
| Publisher | University of Canberra. Professional & Community Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Jocelyn Fitzhardinge |
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