Curriculum Professional Development: for Training or Professionalism?

Developing a research partnership: teachers as researchers and teacher educators

“…Developing a Research Partnership 15 ownership over their learning had in the past been unresolved, confirming the findings of Hirst (1989) and Thornley (1999). In light of the following comments it must be accepted that this research professional development model has made a contribution that cannot be ignored:…”

“…They saw this as being reflected through the increasingly prescriptive curriculum requirements and the technicist nature of professional development programmes (Thornley, 1999). McGee (1997, p. 289) elucidates this further in his curriculum discussion regarding 'central versus local control'.…”

“…• National curriculum priorities. The priorities associated with new national curriculum requirements dominate teachers' attention for innovation and supercede those that emanate from individual classrooms (Hirst, 1989;Thornley, 1999). • Teachers' preference for the practical.…”

“…This increased commitment to professional development (Ministry of Education, 1995) was viewed positively by New Zealand teachers. However, some were concerned that the content and design of the programmes emanated solely from centrally controlled curriculum policy and failed to address their learning needs and those of the children in their classes (Thornley, 1999).…”