کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
374366 | 622491 | 2011 | 9 صفحه PDF | دانلود رایگان |
This paper explores aspects of professional development for teachers of science and mathematics in schools in rural Australia. The study identified a range of issues including tensions between government, school and individual professional learning priorities and their respective responsibilities; the shaping of professional development by rurality; and issues of generic versus subject-specific professional learning. The paper will focus on the needs of teachers, particularly secondary teachers, for subject-specific professional development and the capacity of different professional development approaches for satisfying these needs. The notion of discourse communities is proposed as a framework for considering this issue.
► Rural teachers and principals were strongly focused on teacher PD.
► A variety of approaches were needed to address the complexity of teacher professional learning needs.
► Secondary school subject teachers' needs were only partly met by community of practice PD approaches.
► A range of rural context factors limited PD opportunities for subject- based secondary teachers.
► The concept of discourse communities proved fruitful for understanding PD needs of rural teachers.
Journal: Teaching and Teacher Education - Volume 27, Issue 5, July 2011, Pages 871–879