Teacher professional development: An australian case study

Butler J. (1992) Teacher professional development: An australian case study. Journal of Education for Teaching, 18 3: 221-238. doi:10.1080/0260747920180302

Author Butler J.
Title Teacher professional development: An australian case study
Journal name Journal of Education for Teaching   Check publisher's open access policy
ISSN 1360-0540
Publication date 1992-01-01
Sub-type Article (original research)
DOI 10.1080/0260747920180302
Volume 18
Issue 3
Start page 221
End page 238
Total pages 18
Subject 3304 Education
Abstract An empirical exploration of a professional development project is described. Within the activities of the project, professional growth was sought through a reflective process coupled with action learning. The focus was on individual teachers’ knowledge, values, beliefs, assumptions and goals. The outcome for the majority of the teachers was an enriched understanding of the role of the self in teaching and an orientation to professional development that was meaningful and enduring. In the broader context the project sought to extend Stenhouse's position in this manner: curriculum development implies teacher development implies self-development.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
Collection: Scopus Import
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Citation counts: Scopus Citation Count Cited 14 times in Scopus Article | Citations
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Created: Tue, 05 Jul 2016, 05:37:59 EST by System User