Reflective practitioners in the 21st century: a framework for ongoing teacher professional development
Publication Date
July 13, 2013
Creator
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.
Item Type
ethesis
Thesis Type
EdD
Supervisors
Subjects (LC)
Associated Schools / Departments
School of Education (UK)
eprints ID
13229
UoN Repository URI
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Name
Reflective_Pract.pdf
Type
Full-text
Description
Doctoral dissertation
Size
2.45 MB
Format
Adobe PDF
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