Victoria University

Teacher Standards and Professionalism

ResearchArchive/Manakin Repository

Show simple item record

dc.contributor.advisor Thornton, Kate Barnes, Pauline 2019-02-27T21:17:41Z 2019-02-27T21:17:41Z 2019 2019
dc.description.abstract The focus of this research is teacher professionalism in New Zealand and the possible role of the ‘Standards for the Teaching Profession’ that were released in 2017, in strengthening the quality of teaching. Evidence suggests that the quality of teachers’ work is an important factor in students’ success. So, a challenge for education policy-makers is to create a system that encourages and enables teachers to be high quality and motivated to keep improving. The literature suggests a strategy to enable this is to encourage a mature profession, where teachers take collective responsibility for improvement. Standards for teachers can be a positive influence on improving teacher practice when their use is balanced between regulatory and development functions, so that they are a catalyst for professional development. This research involved 45 teachers in English Medium settings participating in sector specific focus groups for early childhood, primary school and secondary school teachers, a review of policy documents and secondary data from Education Council workshops. The analysis suggests that aspects of organisational professionalism influence the environment, although most teachers did not consciously align themselves to this discourse. There appeared to be some differences between sectors, with those in early childhood aligning more closely to their organisation than other teachers and feeling like they were not accepted as a legitimate part of the teaching profession. Although teachers were generally positive about the new standards, few teachers considered using them for reflection or professional conversations outside of formal appraisal. The aspiration presented in literature of a mature profession that works collaboratively with a mix of stakeholders to combine expertise, ask tough questions to create solutions and grows professional knowledge was not apparent, however teachers identified opportunities to shift the profession towards this discourse. en_NZ
dc.language.iso en_NZ
dc.publisher Victoria University of Wellington en_NZ
dc.subject Professionalism en_NZ
dc.subject Teacher standards en_NZ
dc.subject Appraisal en_NZ
dc.title Teacher Standards and Professionalism en_NZ
dc.type text en_NZ
vuwschema.contributor.unit School of Education en_NZ
vuwschema.type.vuw Awarded Research Masters Thesis en_NZ Education en_NZ Victoria University of Wellington en_NZ Masters en_NZ Master of Education en_NZ
dc.rights.license Creative Commons GNU GPL en_NZ
dc.rights.license Allow modifications en_NZ
dc.rights.license Allow commercial use en_NZ 2019-02-27T02:22:55Z
vuwschema.subject.anzsrcfor 130199 Education Systems not elsewhere classified en_NZ
vuwschema.subject.anzsrcseo 939999 Education and Training not elsewhere classified en_NZ
vuwschema.subject.anzsrctoa 3 APPLIED RESEARCH en_NZ

Files in this item

This item appears in the following Collection(s)

Show simple item record Except where otherwise noted, this item's license is described as

Search ResearchArchive

Advanced Search


My Account