Workplace Learning and the use of Curriculum Statements and Profiles by Teachers of Educationally Disadvantaged Students
DOI:
https://doi.org/10.47381/aijre.v5i1.393Abstract
The development of Australian National Curriculum Statements and Profiles has significant implications for teacher professional development at the present time. In March 1994, the Commonwealth Department of Employment, Education and Training (D.E.E.T.) initiated the National Professional Development Program (NPDP) with an element for teachers of educationally disadvantaged students. In this element submissions were sought to implement the National Curriculum Statements and use student Profiles as a means of improving learning outcomes of students effected by some form of educational disadvantage. This issue has particular significance for rural schools because one of their main concerns is accessing relevant and meaningful professional development which is cost effective in terms of travel and time out of school. In this context, the Centre for Professional Development in Education at Charles Sturt University (CSU) was awarded an NPDP grant to trial a particular approach to professional development with schools in the Riverina region of the New South Wales Department of School Education and the Canberra-Goulburn Archdiocese Catholic Education Office. The approach known as 'workplace learning' was thought to have benefits for rural schools in addressing the problems of travel and cost of teacher release.
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