Investigating Quality Teaching Rounds to Support Teacher Professional Learning

Investigating Quality Teaching Rounds to Support Teacher Professional Learning (ACT QTR) (ACT ETD, 2012)

The aim of this project was to investigate the feasibility of the Quality Teaching Rounds approach to teacher professional learning across diverse school settings. Using design experiment methodology, this project explored the impact of modifications to the implementation of QTRin 18 ACT schools, as an extension of our prior research on teacher professional learning (Effective Implementation of Pedagogical Reform, ARC 2009‐2012). The project indicated that teachers found participation in Quality Teaching Rounds to be a positive and productive experience, regardless of the specific adaptations made to group size and time spent.

Gore, J., Bowe, J., Mockler, N., Smith, M., Ellis, H., & Lyell, A. (2013). Investigating ‘Quality Teaching Rounds’ to support teacher professional learning: Research report. Newcastle, NSW: The University of Newcastle.

The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.