Evidence-informed Discussions and the Ensuing Phronesis of Teachers Pedagogical Content Knowledge

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dc.contributor.advisor Lai, M en
dc.contributor.author Lehmann, Peter en
dc.date.accessioned 2011-12-15T20:26:32Z en
dc.date.issued 2011 en
dc.identifier.uri http://hdl.handle.net/2292/10091 en
dc.description Full text is available to authenticated members of The University of Auckland only. en
dc.description.abstract This exploratory study examines evidence-informed discussions in a New Zealand middle school (year 5&6) syndicate comprised of six teachers and lead by the deputy principal. This study was focused on how the flow of information and knowledge that is created though conducting an evidence-informed discussions and the ensuing changes of instructional practice as a result. This study analyses and evaluates the three tenets of an evidence-informed discussion (Inquiry habit of mind, Relationships built on respect and challenge, Use of relevant data) and the use of teachers Pedagogical Content Knowledge (PCK) influences and enhances the way that they review student achievement evidence for the purposes of accelerating students achievement in reading. This study also wanted to capture the teachers (PCK) as it informed and underpinned the teacher's decisions when implementing the focus assigned into a guided reading lesson. Aspects of collaborative PCK knowledge creation and individual PCK knowledge creation were explored. This study concludes that under certain conditions there is a definitive flow of information from the professional learning community conducting the evidence-informed discussion to instructional practice. Teachers PCK was evident during the evidence-informed discussion as the professional learning community constructed collective knowledge pertaining to strategies of targeted teaching approaches. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof Masters Thesis - University of Auckland en
dc.relation.isreferencedby UoA99227251914002091 en
dc.rights Restricted Item. Available to authenticated members of The University of Auckland. en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ en
dc.title Evidence-informed Discussions and the Ensuing Phronesis of Teachers Pedagogical Content Knowledge en
dc.type Thesis en
thesis.degree.discipline Educational Leadership en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Masters en
dc.rights.holder Copyright: The author en
pubs.elements-id 261857 en
pubs.record-created-at-source-date 2011-12-16 en

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