Investigating the Changes in Teacher Professional Learning: A Case Study of QMEA Schools

Guihua CUI, Michael Singh

Abstract


Teacher professional learning plays an important role in teaching outcomes and student performance. Teachers who engage in professional learning often find themselves in empowering cycle. Although not all teachers follow this path, those who do benefit from improvements in their teaching. This paper investigates the issue of changes of teacher professional learning provided by schools under Queensland Minerals and Energy Academy, how much these QMEA schools invested in it, and how teachers were involved in it by analysing professional learning initiatives presented in the Annual Reports of these schools. The research findings indicate that there is variance in quantity and variety in initiative offerings in different QMEA schools. Teachers’ involvement in the professional learning offered is not in direct proportion to the schools’ investment in the initiatives. The initiatives provided by almost all the QMEA schools still centre on academic knowledge building and pedagogical skills.
Key words: Teacher Professional Learning; QMEA Schools; VET; Change

Resumé: L'apprentissage professionnel des enseignants joue un rôle important dans les résultats d'enseignement et dans la performance des élèves. Les enseignants qui s'engagent dans l'apprentissage professionnel se retrouvent souvent dans le cycle d'autonomisation. Bien que tous les enseignants ne suivent pas cette voie, ceux qui le font bénéficient d'une amélioration dans leur enseignement. Cet article étudie la question des changements dans l'apprentissage professionnel des enseignants fourni par les écoles de l'Académine des minéraux et de l'énergie de Queensland (AMEQ) , combien ces écoles AEMQ y ont investi, et comment les enseignants ont été impliqués en analysant les initiatives d'apprentissage professionnelles présentées dans les rapports annuels de ces écoles. Les résultats de la recherche indiquent qu'il existe une variance dans la quantité et une variété de l'offre de l'initiative dans les différentes écoles AEMQ. La participation des enseignants dans l'apprentissage professionnel offert n'est pas en proportion directe avec les investissements des écoles dans les initiatives. Les initiatives prévues par presque toutes les écoles AEMQ se concentrent encore sur le renforcement des connaissances académiques et les compétences pédagogiques.
Mots-clés: Apprentissage Professionnel Des Enseignants; ÉColes AEMQ; EFP; Changement

Keywords


Teacher Professional Learning; QMEA Schools; VET; Change;Apprentissage Professionnel Des Enseignants; ÉColes AEMQ; EFP; Changement

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DOI: http://dx.doi.org/10.3968%2Fj.ccc.1923670020110702.007

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