The long journey: Developing a model of PLD for the future
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Other Title
Authors
Owen, Hazel
Dunmill, Merryn
Dunmill, Merryn
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2014
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
professional learning and development (PLD)
professional development
PLD
elearning
case studies
VLPD program (New Zealand Ministry of Education)
professional development
PLD
elearning
case studies
VLPD program (New Zealand Ministry of Education)
ANZSRC Field of Research Code (2020)
Citation
Owen, H., and Dunmill, M. (2014). The long journey: Developing a model of PLD for the future. Australian Journal of Teacher Education, 39(1), pp.117-136. http://dx.doi.org/10.14221/ajte.2014v39n1.9.
Abstract
This paper presents the longitudinal learning journey of two educators who participated in the Virtual Professional Learning and Development programme (VPLD) between 2010 and 2013. Each participant’s story of change describes the process and outcomes of their involvement in a future-focused environment of virtual mentorship supported by a tailored online community of practice.
The paper discusses and conceptualises (via an inclusive framework for professional development) key findings. Evidence is shown of shifts in the educators’ beliefs about learning and teaching, corresponding changes in professional practice, and the impact on student learning experiences.
The three interconnecting dimensions of the Inclusive Framework for Professional Development - personal, professional and political - provided a tool to encapsulate the tensions, challenges, aspirations and inspirations of the two participants’ respective experiences. While the focus is not specifically novice educators, the authors highlight some of the implications for pre-service educator providers, as well as providing a framework that should prove useful for other practitioners involved in educator professional development.
Publisher
Australian Journal of Teacher Education
Permanent link
Link to ePress publication
DOI
http://dx.doi.org/10.14221/ajte.2014v39n1.9.
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The authors
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