THE focus of teacher professional learning should be on improving teachers’ teaching effectiveness and students academic outcomes.
That was stressed last week to teachers from Hiri rural local level government at the opening of the “Action Research” workshop in the National Capital District.
Action Research is a of practitioner site-based professional learning model developed by NRI in partnership with ExxonMobil PNG Ltd focusing on improving the quality of teaching and student achievement in schools at the impacted communities.
Workshop Facilitator Arnold Kukari, from National Research Institute, told the teachers that if teacher quality was to improve, ongoing professional learning for teachers has to be provided to contribute to the improvement of teachers’ quality.
“Action Research would empower and enable teachers to engage in a process of critical reflection of their teaching and using research evidence to continuously improve their teaching,” Kukari said.
“A number of teacher professional development models have been used in PNG. These included expert – novice; cascade or train-the-trainer; self-directed professional learning; workshops; and school or cluster-based models.
He said research had shown that the first four models were in most cases ineffective in improving teachers’ teaching effectiveness and teacher professional learning using these models did not have a multiplier effect.
“Site-based models, where participants take control and ownership of their own learning, are proven to be more effective in making sustained changes to teachers’ teaching beliefs, behaviour, and practices,” Kukari said.
“Professional learning is successful when teachers focus on: improving student achievement; commit to seeking long term change; receive continued support from principals and other stakeholders; learn new knowledge and skills that builds on their existing competencies; use an evidence-based enquiry model, and use critical reflection,” he said. The national
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