Rebecca Saunders

This purpose of this study is to examine teacher emotions in the context of instructional change. Specifically, this study focuses on the role emotions play when teachers transfer new instructional processes into their practice, and are then required to lead instructional change within their own institutions. A sequential, mixed methods research design consisting of the administration of a quantitative questionnaire followed by in-depth qualitative narrative interviews and classroom observations was used to better understand this complex area of educational change. Results from data collection and analysis were used to profile the journeys of professional change and leadership experienced by 27 tertiary teachers involved in a four-year systemic-change professional-development initiative. Findings revealed that the teachers involved in this study experienced a range of emotions when implementing new instructional processes and when leading instructional change. The teachers' emotional responses directly impacted their use of new instructional processes and their interactions with colleagues, as they assumed instructional leadership roles. A cyclical pattern of emotions emerged influenced by time, place and interpersonal relationships. Implications for the future design and implementation of instructional change initiatives and the preparation and support of teachers as leaders and agents of change are discussed.

In the Australian vocational education and training (VET) sector teachers are drawn primarily from industry and work in a system which appears to privilege vocational expertise over that of teaching expertise. Debate surrounds the adequacy of the benchmark VET teaching qualification (Certificate IV in Training and Assessment - TAA40110) and many argue that qualification and professional development in the sector are preoccupied with promoting VET system compliance instead of teaching capability. This study examines the effects of a systemic change professional development program for VET teachers in the technical and further education (TAFE) system in Western Australia. Designed to refine and extend the instructional practices of VET teachers, the Instructional Intelligence Professional Development Program took place over four years. In examining its effects, a sequential mixed methods approach was used. Findings revealed that teachers' beliefs and instructional practice changed as a result of the program. Further, teachers reported that their use of new instructional processes had a positive impact on student learning. These findings have the potential to inform the future design and implementation of professional development programs, contribute to the debate on the pedagogical requirements for VET teachers and contribute to a growing body of research on instructional intelligence.

How effective are research-based professional development programs at supporting teachers on their journeys of professional change? Is to know you are designing and implementing programs based on research and theory enough? This study uses a sequential mixed methods design to examine the impact of a four year, research-based systemic teacher professional development initiative in the vocational education and training sector in Western Australia. Findings reveal that research-based professional development can effect sustainable changes in belief and practice; however several factors were identified which inhibited teachers from implementing change effectively. Recommendations for further research and implications for the future design and implementation of teacher professional development programs are discussed.

The emotional dimension of the educational change process is widely acknowledged in the literature and yet remains largely neglected by researchers. Viewing change through this lens yields a rich source of information that can serve to extend and potentially redefine our understanding of educational change theory. This paper examines the impact of a four year systemic change professional development initiative designed to extend the instructional practices of tertiary vocational education and training (VET) teachers. A mixed methods approach was taken to examine impact, by positioning the individual at the core of inquiry and radiating outwards, the study explores personal relationships with and emotional connections to the wider systems that orbit and co-construct individual realities of the educational change journey.

The professional development of teachers is increasingly viewed as an integral part of improving teacher quality and effectiveness. Models of professional development are wide and varied and much debate surrounds the power of different models in terms of transforming individual practice and ultimately having a positive impact on student learning. Designing and implementing teacher professional development programs based on research and theory is often a complex and demanding process but measuring the impact of such programs can present even greater challenges. This paper will outline a mixed methods approach taken to examine the impact of a four year systemic change professional development initiative, designed to extend the instructional practices of forty TAFEWA lecturers. The methods were adopted in an attempt to recognise and examine the complex nature of the change process as a personal, emotional, behavioural, systemic and dynamic process which occurs over a period of time. The paper will focus on the research context the research design - outlining research methodology which includes the use of the Concerns Based Adoption Model (CBAM) instrumentation - Levels of Use (LoU) and Stages of Concern (SoC) in-depth interviews examined by means of narrative analysis, classroom observations reflective interviews initial results from stage one of data collection will also be shared.

Existing models for policy, planning and delivery of Vocational Education and Training (VET) do not reflect the dynamic reality of a changing education, training and employment environment, and the changing characteristics of learners. Are models of professional development for the VET sector really effective at equipping the VET practitioner to meet the challenges of these changes and the diverse needs of learners?