Teacher learning in the workplace is situated within a complex context involving the individual and multiple aspects of an educational organization. The present action research study uses a socio-constructionist inquiry lens to further research the local and multifaceted nature of professional learning in schools. The goal is to re-conceptualize professional development away from reductionist approaches that assume teacher practice can be isolated, packaged, and directly transferable into the classroom.
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- Partial requirement for: Ed. D., Arizona State University, 2014Note typethesis
- Includes bibliographical references (p. 97-103)Note typebibliography
- Field of study: Leadership and innovation