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PD at Work

Murdoch, K., & Wilson, J. (2002). 'One size does not fit all.' EQ, Issue 2, Winter. http://www1.curriculum.edu.au/eq/

Murdoch and Wilson (2002) argue for professional development programs that draw upon teachers' wisdom and encourage the constructive exchange of ideas among staff within the school context. The authors focus on collaborative, team-based discussion and reflection directly related to classroom experience, taking into account teachers' needs, interests, previous experiences and preferred ways of working.

Murdoch and Wilson outline three case studies, each with the following common elements.

  • The approach is site-based.
  • There is a sustained, ongoing commitment to supporting teachers' learning over time.
  • The classroom and student learning are at the heart of the program and, in some cases, the classroom is the key site.
  • The programs are specifically tied to actual curriculum development (in the classroom or across the school) rather than being generic in nature.
  • Approaches are team-based and collaborative with a high level of reflective discussion about classroom practice.
  • Approaches and formats are flexible enough to allow for negotiation according to the needs of the staff involved.
  • Processes for ongoing reflection are built into the approach.
  • Outside consultants are used as critical friends, resource people and team members rather than experts 'delivering' the program.
  • Most of the work is carried out in school time.

Murdoch and Wilson argue that learning that is embedded on the job can be powerful when it is recognised, valued and made explicit, and where the experience of the teacher is valued and students and classrooms are placed 'at the heart of the process' (p. 3).

Read more about this topic in Teacher Learning in Action