The aims of the study were to describe how well the teacher professional development project was implemented and to investigate the impact of the program on teacher and student learning. The evaluation used a mixed method approach including a literature review, interviews and focus group discussions, school visits and seven in-depth case studies. The study also drew on the results of two teacher surveys in 2007 and 2008 to explore how teachers’ pedagogical practices changed as a result of the program. The report focused mainly on the impact of the professional learning for teachers in the case studies. The authors found that all teachers valued the focus on professional learning and the time allowed during the project for reflection on their pedagogical practices and to work in action learning teams to improve their teaching practice. They concluded that a collaborative team based approach, supported by Departmental project team and an academic partner, was an effective method of enabling whole school change to develop teachers' and students' knowledge and skills in addressing issues related to Aboriginal education.
|Place of Publication||Sydney|
|Publisher||Sydney University of Technology|
|Commissioning body||NSW Department of Education. Australian Government Quality Teaching Program|
|Number of pages||109|
|Publication status||Published - 2009|
Burridge, N., Riordan, G. P., Aubusson, P., Evans, C., Vaughan, K., Kenney, S., & Chodkiewicz, A. (2009). Professional learning on teacher awareness of Aboriginal cultural knowledge and its impact on teaching. Sydney University of Technology. https://www.cese.nsw.gov.au/images/stories/PDF/Eval_Rep/Schools/PL_teacher_awareness_Aboriginal_culture_resized.pdf