The Impact of Externally Imposed Change on Teachers’ Pedagogical Practice: A Queensland Secondary School Study
||13 February 2020
||9:00 AM - 10:30 AM
||To be advised
||For more information, please contact the Graduate Research School.
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Queensland secondary schools are experiencing the most significant externally imposed change to its senior education system in around 50 years. This change entails the introduction of an external exam component to senior assessment replacing the Overall Position (OP) system with an Australian Tertiary Admissions Rank (ATAR). This research study, conducted in one large secondary college, aims to use a qualitative case study approach to investigate the impact of the externally imposed change on Queensland teachers’ pedagogical practice. Using an interpretivist lens to guide the research, no single truth exists and the different stakeholders, including teachers and school leaders, will have uniquely conceptualised the new system. Understanding the different interpretations in their entirety will be critical in answering the research question. The data collection will use qualitative approaches including, individual semi-structured interviews, document analysis and focus groups. The evidence will be categorised based on recurring themes and linked to this study’s conceptual framework. The data will be triangulated between interview evidence and observational data from staff meetings, collaborative planning sessions, and other relevant opportunities, to ensure the study’s trustworthiness. It is intended that the results will contribute to the current knowledge regarding externally imposed change to education and how it impacts teachers’ pedagogical practice.