The contribution of gaining an academic qualification to teachers’ professional learning

Abstract

Unprecedented numbers of primary teachers in New Zealand are currently involved in professional learning activities, with practice, in essence, the major focal point. In recent years, however, an increasing trend has emerged for primary teachers to undertake a degree qualification. Although study towards formal tertiary qualifications is acknowledged in the literature as a form of teacher professional development, there is limited research available about the role such study has played in teachers’ professional learning. In this research project, both quantitative and qualitative data were collected, the former from 202 questionnaire respondents; the latter from eight teachers who were interviewed. The findings indicated that the teachers were exposed to an array of new knowledge and perspectives that they reported had impacted on their professional learning, both in terms of their classroom practice and their influence on school‐wide practices.

Keywords:

• teacher professional learning and development
• academic qualifications