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      Participatory Action Research (PAR) as a Professional Learning Community (PLC) strategy for Secondary School Teacher Professional Development (PD)

      Ahlawat, Gautam
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      Ahlawat, G. (2015). Participatory Action Research (PAR) as a Professional Learning Community (PLC) strategy for Secondary School Teacher Professional Development (PD) (Thesis, Master of Educational Leadership (MEdLeadership)). University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/10292
      Permanent Research Commons link: https://hdl.handle.net/10289/10292
      Abstract
      Participatory action research (PAR) was used to investigate the effect of a purposeful and sustained professional learning community (PLC) on teacher professional development (PD) in a secondary school context. A self-contained focus group of teachers organised in a learning community generated iterative data. The focus group meetings served as professional development sessions and data was collected through audio recordings. Inductive and comparative data analysis made meaning of the participants perceptions and compared their individual positioning.

      The findings indicate that teachers need favourable conditions for shared knowledge generation and focus group dynamics play a pivotal role in professional learning communities.

      It is recommended that purposeful and sustained professional learning communities be formed within and across New Zealand secondary schools and PAR as pedagogy is used as a PLC strategy for positive teacher PD outcomes.
      Date
      2015
      Type
      Thesis
      Degree Name
      Master of Educational Leadership (MEdLeadership)
      Supervisors
      Ussher, William (Bill) Grant
      Publisher
      University of Waikato
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      All items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
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      • Masters Degree Theses [2409]
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