Professionally Developing Teachers: Teachers Developing Professionally | A Narrative Inquiry into the Professional Development Experiences of Three Primary School Teachers in North Queensland

Christine Mensinga-Payard

ISBN 10: 3639320654 / ISBN 13: 9783639320657

Published by VDM Verlag Dr. Müller, 2010

About this Item

Professionally Developing Teachers: Teachers Developing Professionally | A Narrative Inquiry into the Professional Development Experiences of Three Primary School Teachers in North Queensland | Christine Mensinga-Payard | Taschenbuch | Englisch | VDM Verlag Dr. Müller | EAN 9783639320657 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.

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Bibliographic Details

• Title: Professionally Developing Teachers: Teachers Developing Professionally | A Narrative Inquiry into the Professional Development Experiences of Three Primary School Teachers in North Queensland
• Publisher: VDM Verlag Dr. Müller
• Publication Date: 2010
• Language: English
• ISBN 10: 3639320654
• ISBN 13: 9783639320657
• Binding: Taschenbuch
• Condition: Neu
• Seller catalogs:
  • Bücher

About this title

Synopsis

Professional development for teachers has long been seen as a major way in which student learning outcomes can be improved and new educational practices instituted within schooling systems. This research project, using a narrative inquiry approach described by Clandinin & Connelly (2000), presents three primary school teachers' professional development experiences in regional Australia. The study indicates professional development is an individual experiential process that is ongoing and occurs within a complex professional landscape incorporating biographical, social, historical and systemic contexts of operation. Teachers' professional development is integrally associated with stories of identity over time and incorporates negotiated relationships with others who share the educational landscape in which they work. This narrative inquiry includes not only the participants' perspectives of their experiences, but also the researcher's experiences in using narrative inquiry. The reader is invited to view teachers developing professionally from the individual's perspective and consider the value of such perspectives when considering teachers' professional growth within our schools.

About the Author

BEd(Hons)(James Cook University); MEd Studies(Language & Literacy)(University of South Australia); PhD (James Cook University). Chris has worked in secondary school, adult, vocational, business, community and tertiary education contexts as a teacher; education, training & business consultant and small business owner/manager.