Educational change and teacher development
Mr L C Ingvarson and Professor J R Northfield
12 points
* 3 hours per week
* Second semester
* Clayton
Objectives Upon successful completion of this subject, students should have demonstrated an understanding of the research on the adoption, implementation and institutionalisation of educational innovations; developed a clearer understanding of their own experience in relation to educational change and the factors which have been most influential in changing their practice and in their own professional development; related objectives one and two in developing their own understanding about learning to teach and the nature of change in education; demonstrated their knowledge of the research on factors which determine the success of in-service education for teachers, and other professionals; acquired the knowledge and skill necessary to develop and use appropriately a range of methods for staff development in their own workplace, including structured courses, action research and case methods; related the research on change to their own workplace by conducting a case study analysing the fate of a change program from their own professional experience; learned how to develop plans for implementing change in educational organisations.
Synopsis This subject will examine factors influencing educational change in Australian schools. Some models for the dissemination and implementation of innovations will be considered and related to changing conceptions of professional development and school improvement. The relationships between teachers and research and development will be explored. Approaches to curriculum innovation and school improvement will be examined using Australian and overseas case studies. Recent research on professional development will receive special attention. The subject has particular relevance for those involved in curriculum development, staff development, consultancy and in-service education. Students from backgrounds other than teaching (eg nursing) should find the ideas apply to their settings.
Assessment Written (4000 words): 50%
* Seminar participation, one
oral presentation and two minor assignment tasks: 50%
Recommended texts
Elliott J Action research for educational change Open U P, 1991
Fullan M Change forces Falmer, 1993
Fullan M The new meaning of educational change Teachers College, 1991
Hargreaves A and Fullan M Understanding teacher development Teachers College Press, 1992
Guskey T and Huberman M Professional development in education: New paradigms and practices Teachers College Press, 1992
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