Schools are now situated within a dominant public policy regime that is demanding compliance and standardisation, at a time when the achievement of success for all students demands a capacity at the school level to design and deliver an approach that embeds "an ongoing process of professional learning for teachers" (Caldwell, 2014, p.…

Postgraduate study provides teachers with opportunities to become critical consumers of research as well as generators of their own knowledge, enabling them to fulfil the mandate of teaching being a research informed and evidenced based profession (Robinson, 2003). This article pays attention to 18 practicing teachers' reasons for undertaking a…

This case study, concerning peer coaching for sustainable professional practice, utilised video to enable teachers "deep learning" during peer coaching sessions. While the use of video is not a new tool for continuing professional development, this research employs a fresh way of using it. Teachers reflected on their learning process by…

The range of affordances that a virtual environment offers can provide opportunities for more formal Professional Learning and Development (PLD) that has flexibility of choice, time and approach for educators. It was this potential that inspired the design of the Virtual Professional Learning and Development (VPLD) program that was instigated in…

This study examined if professional development with teachers would increase children's literacy skills in low socioeconomic early childhood settings in New Zealand and would lead to changes in teachers' beliefs and practices and children's abilities over an 8 week intervention period. Research indicates that children who have alphabetic and…

Autism spectrum disorder (ASD) is a specific disability with well defined characteristics that require teachers to utilise specific strategies to cater for the educational needs of children with ASD in the regular classroom. This paper describes an ASD school project that used a multi-faceted teacher professional development programme to train…

One of the challenges in in-service teacher education is how teachers can be given professional development (PD) that enables them to respond to national curriculum and policy change. In recent years primary teachers in New Zealand have been inundated with Ministry of Education-funded professional development programmes to help them implement a…

Continuing professional development for teaching is important for institutional renewal, teacher development and student learning improvement. However, our longitudinal research into provision of continuing professional development has shown that the majority of educators who attend professional development workshops do not put what they have…

Reports on part of a 10-year interval longitudinal study on teacher assessment practices in Auckland, New Zealand. Indicates that primary teachers are using a variety of assessment strategies in a mastery-based system and secondary teachers commonly use alternative assessment strategies in non-examination classes. Suggests that an education system…

Describes a study conducted in New Zealand that investigated factors affecting the use of technology in secondary schools. Focuses on the leadership role of the ICT (information and communication technology) coordinators, suggests that they could be agents of change to provide professional development, and discusses barriers to effective…

This study in New Zealand investigated (1) how well government-funded Learning Experiences Outside The Classroom (LEOTC) providers were meeting requirements of their contracts regarding curriculum linkage, school liaison, and teacher support and (2) how LEOTC providers went about achieving these objectives and how well their strategies worked. The…

This is the final report of Phase 2 of a study on teacher training and professional development in the nation members of Asia Pacific Economic Cooperation (APEC). Phase 2 examined policy and practices of teacher induction in 11 participating APEC members. This report provides responses to a survey and three case studies. The survey asked Education…

American and New Zealander education majors completed an exchange program that included student teaching abroad. Student journals and interviews after the experience indicated that, through their international experiences, students gained more appreciation for their home school culture and acquired new attitudes and beliefs to test against the…

Compiled to assist rural school advisers in their work and to inform those interested in rural education and in the administration and development of the rural advisory service, this report outlines the nature and contribution of the service, methods by which it achieves its purpose, and its major perceived needs. The first section describes the…

This document presents findings from the fourth and final phase of a longitudinal study of teacher education. The report is based on data collected in 1991 and 1992 from interviews with 100 beginning teachers trained at the Auckland, Wellington, and Christchurch Colleges of Education in New Zealand. The investigation focused on beginning teachers'…