A case for change: A report on the use of action research as a framework in the professional development of teachers

In 1998, early childhood teachers throughout Queensland were required to attend a professional development program to familiarise them with the new Preschool Curriculum Guidelines. While this 'top down' or mandated professional development activity was characteristic of the type of professional development usually accessed by early childhood teachers, it provided no guarantees that any changes to teaching or learning would be subsequently incorporated into early childhood classrooms. The professional development activity also demonstrated the continued use of the 'expert' model as a means of bringing about changes to teaching practices.

This report explores the shortcomings of this 'expert' model. Using the outcomes from a teacher initiated professional development activity that used action research strategies as its' framework, the report demonstrates the explicit links between professional development and change, and highlights the advantages of using action research as a framework for effective professional development activities. The report concludes with a series of recommendations for future professional development activities in the field of early childhood.