Abstract:
Transfer of training from traditional teacher in-service courses to teachers' in-school practice tends to be low and more effective approaches are being increasingly sought. This thesis, using a case study approach, describes effects on teacher practice, collegiality and feelings of professional efficacy when an action research practicum was incorporated as a key part of a whole school, teacher professional development course, sited in a New Zealand primary school.
The study identified clear course related effects. Patterns to transfer of course content into classroom practice emerged and factors shaping these patterns of transfer are identified. A key finding was that teachers saw the enhancement of collegiality within the school as the most significant course outcome for them. The study details a number of dimensions to this collegiality and identifies factors which shaped it.
The action research practicum emerged as an extremely powerful technical tool in promoting transfer of course learning and a number of factors underpinning this effectiveness are identified. The action research practicum also strongly promoted teacher collegiality and professionalism.
Concerns relating to the use of the action research practicum were also found. These mostly related to its inherent rigour and the demands it placed on teachers. Suggestions to mitigate against these effects and enhance overall course effectiveness are made. The study also identified that external influences significantly constrained transfer of course learning and teachers' ability to make key professional decisions and thus raised ethical questions as to the use of action research as a professional development tool.
