Teacher Refresher Courses and Effective Professional Development for Teachers
AbstractThis report analyses the effectiveness of the Government’s policies on professional development for teachers, with a particular focus on teacher refresher courses. The literature reveals that while professional development models based in schools and centres are the preferred method of creating change, a balance of professional development models is desirable. Professional development opportunities should meet the needs of teachers, their schools or centres as well as government priorities. Teachers should be involved in the design of their own professional development, and the needs of tangata whenua are an important consideration. Current government policy allows for a diverse range of professional development opportunities, but needs to be more specific in ensuring that teachers participate in these, including both school/centre-based and individual models such as teacher refresher courses, which have some unique features and benefits for teachers
Download data is not yet available.
How to Cite
THORNTON, Kate. Teacher Refresher Courses and Effective Professional Development for Teachers. The New Zealand Annual Review of Education, [S.l.], n. 12, july 2002. ISSN 1178-3311. Available at: <https://ojs.victoria.ac.nz/nzaroe/article/view/1432>. Date accessed: 28 oct. 2020. doi: https://doi.org/10.26686/nzaroe.v0i12.1432.
Teachers and Teaching
NZAROE gives authors full permission to deposit their articles in publicly accessible institutional repositories, providing that:
- Articles are placed in repositories after publication.
- Metadata about articles include the DOI and journal issue information.