Promoting professional inquiry for improved outcomes for students in New Zealand

Online vs Face-To-Face Engagement of Computing Teachers for their Professional Development Needs

“…One substantial US study into PD across all subjects suggests that key elements are: having ongoing training that is connected to practice; focusing on specific curriculum content; and building of strong relationships between teachers [10], and this is backed up by similar findings in the UK [9]. In addition, the benefits of having frequent contact with a provider was a highlighted by a large-scale synthesis of teachers' professional learning in New Zealand [28]. Work in England which relates to the current study is focusing on a holistic model of CPD [26] including training, mentoring and support with a community of practice, following such recommendations from generic PD research.…”

“…Teachers who need subject knowledge development in addition to the resource-sharing benefits of such a vibrant community need to be able to set aside clear blocks of time to do this and this can be more easily achieved with a commitment to a local course. We suggest that the CAS Master Teacher training and support offered within the CAS community provides both the focus on curriculum content recommended by [10] and the close relationship with a provider that is recommended in [28].…”

Correlation between Academic Performance in Medical Technology Professional Subjects and Licensure Examination Results

“…However Another is on Clinical Chemistry which is divided into three (3) instead of the originally two (2) semester subjects [3]. According to Timperley et al [4], in order for effective learning to occur, the content must be in the right sequence since all areas of learning sit in the appropriate place in terms of scoping and sequencing learning Blood Banking and Serology, Clinical Chemistry and Microbiology and Parasitology were found to be predictor of success in the licensure examination. The present findings are similar with that of Mabolo [1], which states that Blood Banking and Serology subjects being part of Seminar classes was recognized as predictor of performance in medical technology licensure examination.…”

A case study of teachers transforming pedagogical practices through collaborative inquiry-based professional learning in a ubiquitous technologies environment

“…It has the capacity address Fullan's (2013) assertion that teachers must be authors and activators of pedagogies realised through digital technologies. Collaboration and inquiry are central to a wide range of professional learning models, including action research (Somekh, 2007), inquiry cycles (Timperley, Parr, and Bertanees, 2009), communities of practice (An & Reigeluth, 2011), expansive learning (Engestrom, 2009b and transformative learning (Mezirow, 2009). The model for collaborative, inquirybased professional learning used in this case study is conceptualised in Chapter 2 and explained procedurally in Chapter 3.…”

“…Rather than an externally imposed change agenda, the participants identify, develop and implement their own change, only seeking expert assistance for knowledge development. Timperley, Parr, and Bertanees (2009) Transformative Learning Theory A disorienting dilemma is used to promote self-examination and critical reflection of assumptions with a view to recognising personal discontent. New roles, relationships and actions are explored leading to a plan of action.…”