Professional development as ‘interference’?

Teachers’ perspectives of professional development for effecting change in Māori medium classrooms: A mathematics experience

“…Classroom observation of a teacher's practice by a perceived expert, however, can be fraught. There are those who consider observation as a means to help improve student achievement and classroom programmes, while others indicate that such observation can be undermining (Ashdown, 2002;Timperley, 2005). Timperley (2005) argues that the rationale for observing classroom practice should focus on addressing student achievement and must be clearly understood by the relevant parties for professional development to be effective.…”

“…*3"0+),0)3#+%"3#+,$')/.&)56.&,) medium contexts. Listening to teachers is important (Ashdown, 2002;Bishop et al, 2003;Clement & Vandenburghe, 2003;Timperley, 2005). Research that involves teachers' views provides unique insights that can influence future directions for 56.&,)$%,12&"0(')1"#&0,04),0)3#+%"3#+,$'C…”

“…Teacher perspectives are important when considering what might constitute effective professional development for them (Ashdown, 2002;Bishop, Berryman, Tiakiwai, & Richardson, 2003;Clement & Vandenburghe, 2003;Timperley, 2005).…”