Search results for: Starkey Louise
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The current paper reports on research which explored the experiences of six digitally able beginning teachers during their first year in secondary schools. The author used a complexity theoretical framework to examine the barriers and enablers that influenced the integration of digital technologies into teaching practice.
Updated: Apr. 04, 2011
This article examines how pedagogical reasoning and action might occur in the digital age, comparing Schulman’s model with the reality for a small sample of digitally able beginning teachers as part of the emerging generation of teachers. The conclusion drawn is that while the pedagogical reasoning and action model remains relevant, it was based on an assumption that teaching involves knowledge being passed from a teacher to their students, which was found to restrict innovation by digitally able teachers. Furthermore, the teachers in the study could have benefited from experiencing the implementation of a edagogical reasoning and action model that was aligned with ideas about knowledge, teaching and learning in the digital age.
Updated: Oct. 12, 2010
Teacher professional development variously supports ongoing skill development, new knowledge, and systems change. In New Zealand, the implementation of major assessment reforms in senior secondary schools provided opportunity to investigate teacher professional development as a function of the particular stage of an educational reform. Multi-method data sources revealed a positive relationship between professional satisfaction and teacher involvement in setting priorities for the professional development.
Updated: Jan. 15, 2009