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Curriculum Professional Development: for Training or Professionalism?

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Since the publication of Mathematics in the New Zealand Curriculum (1992), the New Zealand primary school teachers have received professional development designed to support the curriculum reform. Driven by the desire to understand and implement the curriculum changes, some teachers have been participants or facilitators in numerous contracts, workshops, conferences and courses. This paper reports a qualitative research project which sought to gather and interpret the perspectives of a group of primary teachers with such extensive professional development experience. The teachers all identified difficulties that had arisen from the haste and magnitude of the reforms and the resultant intensification of their work as barriers to effective teacher learning. They also described the frustrations that they experienced through oversights or misunderstanding of their needs as learners. The recommendations formulated as an outcome of the study focus on the need for increased opportunities for reflection and collegial learning in teacher education.
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Document Type: Research Article

Affiliations: University of Otago

Publication date: January 1, 1999

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  • Curriculum and Teaching is a bi-annual, refereed, international journal publishing original research. It uses a balanced and comparative perspective to consider curriculum design and development, evaluation, curriculum models, comparative studies in curriculum, innovation and policy, planning, and educational administration.
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