• myGriffith
    • Staff portal
    • Contact Us⌄
      • Future student enquiries 1800 677 728
      • Current student enquiries 1800 154 055
      • International enquiries +61 7 3735 6425
      • General enquiries 07 3735 7111
      • Online enquiries
      • Staff phonebook
    View Item 
    •   Home
    • Griffith Theses
    • Theses - Higher Degree by Research
    • View Item
    • Home
    • Griffith Theses
    • Theses - Higher Degree by Research
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

  • All of Griffith Research Online
    • Communities & Collections
    • Authors
    • By Issue Date
    • Titles
  • This Collection
    • Authors
    • By Issue Date
    • Titles
  • Statistics

  • Most Popular Items
  • Statistics by Country
  • Most Popular Authors
  • Support

  • Contact us
  • FAQs
  • Admin login

  • Login
  • Peer-Mediated Teacher Change and Professional Learning in Networks: Specialist Languages Teachers' Experience of Networking and the Production of Social Capital in a Context of Curriculum Change

    Thumbnail
    View/Open
    Endicott_2011_02Thesis.pdf (3.472Mb)
    Author(s)
    Endicott, Michele Anne
    Primary Supervisor
    Kirwan, Leigh John
    Other Supervisors
    Finger, Glenn
    Year published
    2011
    Metadata
    Show full item record
    Abstract
    This study focuses on teachers as peer-learners and producers of social capital in a global context of ongoing educational change and a national context of current curriculum change (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2010) at the beginning of the twenty-first century. More specifically, it investigates the network-based professional learning of specialist teachers responding to mandated curriculum change in Queensland, Australia, in the first decade of the century. The specialist teachers studied are teachers of languages other than English (LOTE) and the specific mandated curriculum change ...
    View more >
    This study focuses on teachers as peer-learners and producers of social capital in a global context of ongoing educational change and a national context of current curriculum change (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2010) at the beginning of the twenty-first century. More specifically, it investigates the network-based professional learning of specialist teachers responding to mandated curriculum change in Queensland, Australia, in the first decade of the century. The specialist teachers studied are teachers of languages other than English (LOTE) and the specific mandated curriculum change they are responding to is the introduction of the first-ever formal languages syllabus for primary and lower-secondary school students in the state of Queensland. The curriculum change challenges associated with implementation of this new syllabus (Queensland School Curriculum Council (QSCC), 2000) were many and varied. An investigation of specialist language teachers’ reported experience of collaborative professional learning within their regional, non-school-based teacher networks during this time of curriculum change had the potential to provide some unique understandings about teachers as lifelong learners responding to change. Accordingly, the research was designed to address the broad question: What is the experience of change, professional learning and network participation for specialist languages teachers attempting to implement a new syllabus in this particular context of curriculum change? The main purpose of this exploration and analysis, using a qualitative (interpretive) multiple case-study approach, was to gain a better understanding of these processes, from the perspective of the teachers themselves, to inform the design of professional learning experiences for languages teachers, and others, during future curriculum change efforts, such as the implementation of the new Australian Curriculum – Languages (ACARA, 2011).The findings of this study are presented in a narrative report containing a rich description of the curriculum change research context and the meanings constructed by the teacher-participants, and the researcher, in that context.
    View less >
    Thesis Type
    Thesis (PhD Doctorate)
    Degree Program
    Doctor of Philosophy (PhD)
    School
    School of Languages and Linguistics
    DOI
    https://doi.org/10.25904/1912/3564
    Copyright Statement
    The author owns the copyright in this thesis, unless stated otherwise.
    Item Access Status
    Public
    Subject
    Networked-based professional learning
    Curriculum change in Queensland
    LOTE teachers in Queensland
    Professional change
    Professional learning
    Publication URI
    http://hdl.handle.net/10072/366140
    Collection
    • Theses - Higher Degree by Research

    Footer

    Disclaimer

    • Privacy policy
    • Copyright matters
    • CRICOS Provider - 00233E

    Tagline

    • Gold Coast
    • Logan
    • Brisbane - Queensland, Australia
    First Peoples of Australia
    • Aboriginal
    • Torres Strait Islander