Contextual complexity: The professional learning experiences of seven classroom teachers when engaged in “quality teaching”-Reference-Cited by-同舟云学术

Contextual complexity: The professional learning experiences of seven classroom teachers when engaged in “quality teaching”

Published:2015-12-10 Issue:1 Volume:2 Page:1120002
ISSN:2331-186X
Container-title:Cogent Education
language:en
Short-container-title:Cogent Education

Author:

Edge Ken¹,Reynolds Ruth²,O’Toole Mitch³^ORCID

Affiliation:

1. NSW Department of Education, Miller Technology High School, Cabramatta Avenue, Miller, New South Wales 2168, Australia

2. School of Education, University of Newcastle, Callaghan, Australia

3. Faculty of Education and Arts, School of Education, University of Newcastle, University Drive, Callaghan, New South Wales 2308, Australia

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2015.1120002

Reference99 articles.

1. Are We Creating Separate and Unequal Tracks of Teachers? The Effects of State Policy, Local Conditions, and Teacher Characteristics on New Teacher Socialization

2. Australian Government Department of Education Employment and Workplace Relations. (n.d.). Australian Government Quality Teacher Program (AGQTP). Retrieved from http://www.aisnsw.edu.au/fundedprograms/agqtp/pages/default.aspx

3. Qualitative Research Proposals—Part II

4. The Collegial Focus: Teaching Fields, Collegial Relationships, and Instructional Practice in American High Schools

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