PLD Facilitated Support to Engage Teachers in Linking Family & Whānau to Classroom Literacy Pedagogy (2016)
Type of ContentReports
AuthorsFickel LH, Henderson C, Price Gshow all
In response to the Ministry of Education (MOE) focus on enhancing the provision of Professional Learning and Development (PLD), the Literacy Team Facilitators of the Literacy Language Learning Te Waipounamu team have been engaged in a multiyear process of self-study and inquiry around improving their individual and collective PLD practices. Through this ongoing inquiry, research, and evaluation process the team has identified appreciative inquiry and ‘smart tools’ as “high leverage moves” within their PLD. In this paper, we provide a documentary account of one particular area of the team’s embedded inquiry, namely the use and impact of using the ‘Student Inquiry Protocol’ as a framework for engaging and supporting teachers to make explicit links to family/whānau as part of their literacy pedagogy practices. This protocol is used within the Teacher Inquiry process that underpins the PLD. Through this account we highlight the positive outcomes of this approach for both teachers and students.
CitationFickel LH, Henderson C, Price G (2016). PLD Facilitated Support to Engage Teachers in Linking Family & Whānau to Classroom Literacy Pedagogy. Ministry of Education.
This citation is automatically generated and may be unreliable. Use as a guide only.
ANZSRC Fields of Research13 - Education::1303 - Specialist Studies in Education::130313 - Teacher Education and Professional Development of Educators
13 - Education::1302 - Curriculum and Pedagogy::130204 - English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)