Building Leadership Capability through Professional Development: A New Zealand Case Study Analysis

Gorinski, Ruth

doi:10.1007/1-4020-4773-8_32

Cited by 2 publications

(2 citation statements)

References 6 publications

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“…In the past, the distribution of knowledge and the disciplinary changes were not as rapid as they are today, and teachers were not expected to update their knowledge as they are expected these days (McDiarmid & Clevenger-Bright, 2008). However, many developments such as the shift to the Digital Age (Bush, Driskell, Niess, Pugalee, Rakes, & Ronau, 2015), the emphasis on learning differences (Tomlinson & McTighe, 2006), and the change in expectations from teachers (Johnson & Kardos, 2008) have forced teachers to participate in a variety of activities to update and expand their knowledge (Gorinski, 2008) in recent years. At this point, the findings obtained reflect the current paradigm on sustaining the professional development of teachers.…”

Section: Conclusion Discussion and Recommendationsmentioning

confidence: 99%

The Investigation of Teachers’ Metaphoric Perceptions about Professional Development

Yurtseven¹

2017

JEL

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Professional development is an ongoing process in which teachers review their teaching practices and learn how to respond to their students' needs. To make the professional development process more effective, we need to define the identity of a teacher correctly and clarify the perspective about teachers' professional development. The purpose of this study is to investigate teachers' metaphoric perceptions about professional development. The study was carried out through qualitative research design. The data was collected via an electronic form. The participants were 526 teachers that the researcher contacted through e-mail or social media sites. The data was analyzed through content analysis. The findings of the study indicated that the participants often associated the concept of professional development with an object. In addition, they regarded professional development as a growing and developing entity as well as a demanding occupation that involved change. In this respect, it is important that the teachers are provided with the required resources, budget and time to continue their professional development. Moreover, it is crucial that professional development activities are not limited to seminars and teachers are given the initiative to conduct research about their teaching process.

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Section: Conclusion Discussion and Recommendationsmentioning

confidence: 99%

The Investigation of Teachers’ Metaphoric Perceptions about Professional Development

Yurtseven¹

2017

JEL

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“…A strengths-based approach to Pacific education honors the potential of Pacific parents and communities to contribute much as Pacific indigenous knowledge and wisdom holders. Gorinski and Fraser [16] highlighted the negative effect of differences in values, beliefs, assumptions and experiences between Pacific homes and educational institutions against the backdrop of a mono-cultural schooling model and pointed to a general failure of education to consult Pacific parents. Chu, Glasgow [17] identified discrimination, cultural discontinuity, and lack of consultation with Pacific parents as issues in Pacific education.…”

Section: Pacific Educationmentioning

confidence: 99%

Pursuing Educational Partnerships in Diasporic Contexts: Teachers Responding to Pacific Voice in Their Work

Chu

Reynolds

2023

Merits

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In Aotearoa New Zealand, teachers have signaled that they would like to further their development as classroom practitioners, as a way of improving their capabilities as professionals. They want to foster strengths-based authentic partnerships between themselves and their diasporic migrant communities. This article attends to Pacific education, the education in Aotearoa New Zealand of students with migratory links to one or more Pacific Island Nations through a strength-based lens. We report on a Professional Learning Development (PLD) research endeavor, Learning From Each Other, that focused on supporting partnerships between Pacific communities and teachers. We provide a window on the sense making of teachers as they listen to, and are challenged by, diasporic Pacific community voice. Particular emphasis is placed on how teachers explore and transform their approach to partnership by negotiating with habitual practice. The examples given, selected for their apparent ordinariness, relate to new understandings of space and time. The study provides lessons applicable to other situations where access to quality education is problematic for diasporic, migrant communities and where teachers need support for the re-thinking that is required for enhanced partnership arrangements of benefit to all.

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Building Leadership Capability through Professional Development: A New Zealand Case Study Analysis

Cited by 2 publications

References 6 publications

The Investigation of Teachers’ Metaphoric Perceptions about Professional Development

The Investigation of Teachers’ Metaphoric Perceptions about Professional Development

Pursuing Educational Partnerships in Diasporic Contexts: Teachers Responding to Pacific Voice in Their Work

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