Managing change in the Adult Migrant English Program

Teachers undergoing institutional change require professional development to support them through the initial change period. Previous studies of change in education have highlighted self-directed professional development and a collaborative work environment as important elements for the successful implementation of new systems and practices. Through peer-assisted reflective practice, involving non-judgmental discourse, teachers can draw on experiential knowledge in finding solutions to concerns, while promoting a more collaborative work environment. This article reports on a study to evaluate the use of Cooperative Development, a form of peer-assisted reflective practice, during program change in the Adult Migrant English Program (AMEP) in Perth, Australia.