Teacher Professional Development Informed by Students and Parents: Participant Experiences of a Collaborative Team Approach

• In Event: Poster Session 7
  In Poster Session: Voices and Choices Influencing the Professional Development of Teachers and Teacher Education

Abstract

This paper describes a New Zealand study in process which, within an action research framework, draws on the perspectives of Māori and Pasifika students and their parents working together with high school teachers within teams, to negotiate and evaluate strategies for the teacher to learn about the students’ funds of knowledge. The study therefore investigates the effectiveness of a teacher professional development model in which teachers work directly with students and their parents. Early findings suggest that Māori and Pasifika students and their parents feel valued when they are invited to collaborate with teachers in small group settings. Findings also highlight key issues relating to the recruitment and continued participation of parents, students and teachers with multiple responsibilities and commitments.

Author

• Linda Mary Hogg, Victoria University of Wellington