Evaluation of the Inservice Teacher Education Practice Project (INSTEP)
INSTEP was a research and development project aimed at improving the quality of inservice teacher education. The project, carried out by the Ministry of Education, set out to improve knowledge and understanding about effective inservice teacher education, develop greater consistency and coherence in the practice of inservice teacher educators (ISTEs) and trial approaches that would lead to improvements in their practice. This evaluation report offers insights into the way in which participating in INSTEP has contributed to bringing about shifts in knowledge, skills and expertise of ISTEs and identifies early indicators of change resulting from the project.
Author(s): Meenakshi Sankar
Date Published: August 2009
Alton-Lee, A. (2003). Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis. Report from the Medium Term Strategy Policy Division. Wellington: Ministry of Education.
Argyris, C., & Schön, D. (1978). Organisational Learning: A Theory of Action Perspective. Reading, Mass.: Addison Wesley.
Argyris, C., & Schön, D. (1974). Theory in Practice: Increasing Professional Effectiveness. San Francisco: Jossey-Bass.
Barrar, H., Fung, I., Timperley. H., & Wilson, A. (2007). Teacher Professional Learning and Development: Best Evidence Synthesis Iteration (BES). Wellington, New Zealand: Ministry of Education.
Bennie, N., & Sankar, M. (2006). INSTEP Project: Evaluation Project Plan. Report provided to the New Zealand Ministry of Education, Wellington.
Bennie, N., & Sankar, M. (2006). Evaluability of the INSTEP Project. Report provided to the New Zealand Ministry of Education, Wellington.
Cochran-Smoth, M., & Lytle, S. (1999). Relationships of Knowledge and Practice: Teacher Learning in Communities. Review of Research in Education, ed. A. Iran Nejad and C.D. Pearson, vol. 24, pp. 249-305.
Controller and Auditor-General performance audit report (2008). Ministry of Education: Supporting Professional Development for Teachers. Wellington, New Zealand.
Earl, L., & Katz, S. (2002). Leading Schools in a Data-rich World. In Second International Handbook of Educational Leadership and Administration, ed. K. Leithwood and P. Hallinger. Dordrecht: Kluwer Academic. ,
Feldman, R.S. (2000). Development across the lifespan. (2nd edition). NJ: Prentice Hall.
Feldman, R.S. (2001). Social Psychology (3rd edition). Upper Sadlle River, NJ: Prentice Hall.
Fullan, M. (2005). The NEW meaning of Educational Change, 3rd ed. New York:Teachers College Press.
Fullan, M., & Hargreaves, A. (1996). What’s Worth Fighting for in your School? New York: Teachers College Press.
Guskey, T. (1995). Results –Oriented Professional Development: In search of an Optional Mix of Effective Practices. North Central Regional Education Laboratory.
Guskey, T. (2006). Designing and Evaluating Professional Development. Presentation at National Archives, Wellington, 17 May.
Hargreaves, A. (2000). Four Ages of Professionalism and Professional Learning. Teachers and Teaching: History and Practice, vol. 6 no. 2, pp. 152-182.
Ministry of Education (2008). Ki te Aotūroa: Improving Inservice Teacher Educator Learning and Practice. Learning Media, Wellington.
Noffke, S.E., & Zeichner, K.M. (2006). Programs of research in teacher education. In G. Camilli, P.B. Elmore, & J.L. Green (Eds.), Complementary methods for research in education (2nd ed.) (pp. 823-832). Washington, DC: American Educational Research Association.
Noffke, S.E., & Somekh, B. (2005). Action research. In B. Somekh & C. Lewin (Eds.), Research methods in the social sciences (pp. 89-96). London: Sage.
Reid (2004). Towards a Culture of Inquiry in DECS. Keynote address at the Quality Teachers, Quality Teaching conference in Melbourne 23-24 May 2005.
Schön, D. (1983). The Reflective Practitioner. New York: Basic Books.
Stein, M. & Coburn, C. (2005). Towards Producing Usable Knowledge for the Improvement of Educational Practice: A Conceptual Framework. Unpublished paper presented at the annual meeting of the American Educational Research Association, Montreal, CA, April 11-15.
Spillane, J.P., Reiser, B.J., & Reimer, T. (2002). Policy Implementation and Cognition: Reframing and Refocusing Implementation Research. Review of Educational Research, vol.72, no.3, pp. 387-431.
Timperley, H. (2001). Mentoring Conversations Designed to Promote Student Teacher Learning. In Asia-Pacific Journal of Teacher Education, vol. 29, number 2, 2001.
Wenger, E. (1998). Communities of Practice: Learning as a Social System. The Systems Thinker, vol. 9 no. 5, pp. 1-5.
Zeichner, K.M., & Noffke, S.E. (2001). Practitioner Research. In V. Richardson (Ed.), Handbook of Research on Teaching (4th ed.; pp. 298 -330). New York: American Educational Research Association/ Macmillan.
For more publication-related information, please email the: Information Officer Mailbox