School Leaders as Participants in Teachers' Professional Development: The Impact on Teachers' and School Leaders' Professional Growth

Hilton, Annette, Hilton, Geoff, Dole, Shelley and Goos, Merrilyn (2015) School Leaders as Participants in Teachers' Professional Development: The Impact on Teachers' and School Leaders' Professional Growth. Australian Journal of Teacher Education, 40 12: 104-125. doi:10.14221/ajte.2015v40n12.8


Author Hilton, Annette
Hilton, Geoff
Dole, Shelley
Goos, Merrilyn
Title School Leaders as Participants in Teachers' Professional Development: The Impact on Teachers' and School Leaders' Professional Growth
Journal name Australian Journal of Teacher Education
ISSN 0313-5373
1835-517X
Publication date 2015-12
Year available 2015
Sub-type Article (original research)
DOI 10.14221/ajte.2015v40n12.8
Open Access Status DOI
Volume 40
Issue 12
Start page 104
End page 125
Total pages 22
Place of publication Katoomba, NSW, Australia
Publisher Social Science Press
Collection year 2016
Language eng
Abstract Over a two-year period, approximately 70 teachers from 18 schools participated in an on-going professional development program as part of a study to promote the teaching and learning of numeracy. Principals and other school leaders were invited to participate in the professional development program alongside their teachers, which 20 leaders from 11 schools chose to do. Throughout the project, data were collected from teachers and participating school leaders using surveys, interviews, and workshop discussions to investigate teachers’ and leaders’ professional growth. The findings showed that school leaders’ participation in teacher professional development programs has a positive influence on the capacity for teachers to enact and reflect on new knowledge and practices. They also revealed a positive influence on the professional growth of the leaders themselves. This study has implications for the design of professional development and for school leaders and teacher educators.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2016 Collection
School of Education Publications
 
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