Mapping the landscape of professional inquiry as a form of teacher learning in New Zealand: a narrative inquiry into one teacher’s experience
Author:
Affiliation:
1. Health and Human Development, University of Canterbury, Christchurch, New Zealand
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/19415257.2019.1689526
Reference42 articles.
1. Teachers’ response to a new mandatory professional development process: does it make a difference?
2. The teacher's soul and the terrors of performativity
3. Teaching as Inquiry: Well Intentioned, but Fundamentally Flawed
4. Professional development, changes in teacher practice and improvements in Indigenous students’ educational performance: A case study from New Zealand
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