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Focusing on the empirical experiences of the authors, the book explores the complex relationships between individual and situational factors in professional development (PD) for teachers. It critically examines existing models of PD, addressing methodological challenges in evidence collection and interpretation. The authors reflect on recent national practices, particularly in England and the U.S., highlighting the ongoing societal demand for improved educational quality. Ultimately, the work aims to enhance understanding of teacher professional development in the context of educational change.
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The Professional Development of Teachers: Practice and Theory, Philip Adey
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- Pubblicato
- 2004
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