Investigating the provision of professional learning and development for middle level teachers in New Zealand

Article

Shanks, Brenda and Dowden, Tony. 2019. "Investigating the provision of professional learning and development for middle level teachers in New Zealand." Australian Journal of Middle Schooling. 19 (2), pp. 6-17.
Article Title

Investigating the provision of professional learning and development for middle level teachers in New Zealand

ERA Journal ID123614
Article CategoryArticle
AuthorsShanks, Brenda (Author) and Dowden, Tony (Author)
Journal TitleAustralian Journal of Middle Schooling
Journal Citation19 (2), pp. 6-17
Number of Pages12
Year2019
Place of PublicationToowong, QLD, Australia
ISSN1445-2928
Web Address (URL)https://www.adolescentsuccess.org.au/resources/Documents/Adolescent%20Success%20Dec%20Volume%2019-2%20SCREEN.pdf
Abstract

The current emphasis on quality teaching focuses on the correlation between professional learning and development (PLD), teacher efficacy and enhanced student learning outcomes. Abundant research evidence demonstrates that young adolescents (10-15 years old) have specific educational needs that are best catered for via developmentally responsive classroom practice, hence the rationale for scrutinising the nature and quality of middle level PLD. In this study, a sample of Years 7-8 teachers in New Zealand (NZ) schools were interviewed to determine the quality of their PLD experiences. Interviews with three key informants, who are international experts on the middle years of schooling, provided additional perspectives. The study concludes that if student learning outcomes and adolescent wellbeing are to be improved, middle level PLD should focus on enhancing teacher efficacy via both whole school and individualised initiatives.

Keywordsprofessional learning and development, middle level teachers, new zealand
ANZSRC Field of Research 2020390199. Curriculum and pedagogy not elsewhere classified
390307. Teacher education and professional development of educators
Public Notes

Accessible via Adolescent Success (Australia) website. No evidence of copyright restrictions preventing deposit of Submitted version.

Byline AffiliationsUniversity of Otago, New Zealand
School of Education
Institution of OriginUniversity of Southern Queensland
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