Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.580223
Title: Reflective practitioners in the 21st century : a framework for ongoing teacher professional development
Author: Jacquard, Marie Dianne
Awarding Body: University of Nottingham
Current Institution: University of Nottingham
Date of Award: 2013
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Abstract:
As a Reading Recovery Teacher Leader, it was possible to study a group of teachers learning to teach Reading Recovery. It was observed that not only did the teachers eyes open to the possibilities of student learning, but also to their own learning. With this in mind, the focus of this study is to follow a group of three teachers who are transforming their learning during the 2008-2009 academic year. Parallel to their learning, a new theory of offering professional development will be explored, that could be employed beyond the confines of Reading Recovery. The methodology employed facilitates the generation of a new theory surrounding professional development. The alternative theory of professional development is offered as an attempt to imitate the success of teachers learning through Reading Recovery professional development.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.580223  DOI: Not available
Keywords: LB1705 Education of teachers
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