Abstract
This qualitative interpretivist study analyzes the interrelationships between, the knowledge gained in teacher professional development programs and the context of employment. Findings indicate that teachers construct a knowledge base by moving back and forth between continuing education programs and their professional practice. Implications for research and practice are drawn.
How to Cite:
Daley, B. J., (2004) “Learning and Context: Connections in Teacher Professional Development”, Adult Education Research Conference 1(2004).
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