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ECEC teachers' paradoxical views on the new Chilean System for Teacher Professional Development
(Routledge, Taylor & Francis, 2020)
This article presents the main findings of a mixed-method study that explored ECEC teachers' views on the recently enacted STPD for Teacher Professional Development (STPD) in Chile. Relying on a mixed-method design, we ...
Classroom research: A defining feature of professional practice
(School of Education, UWI, St. Augustine, 2008)
Classroom research, teaching, and professional development are closely linked. Their interrelation and interconnectedness may be described as axiomatic. In addressing the question: Why classroom research by teachers?, a ...
Development Of The Professional Potential At The Teacher As A Necessary Condition
(Universidad del Zulia, 2019)
Law on Teacher Professional Development: From systematic precariousness to the achievements, the advances, and the remaining challenges for professionalizationLey de desarrollo profesional docente en Chile: de la precarización sistemática a los logros, avances y desafíos pendientes para la profesionalización
(Universidad Austral de Chile, Facultad de Filosofía y Humanidades., 2018)
“To Tia with love”: Chilean mathematics teacher identities after professional development
(Springer, 2019)
It is not easy for teachers to re-author their professional identities to incorporate change after participation in professional development (PD). In this article, we seek to understand Chilean teachers' collective identity ...
On the making of a new mathematics teacher: professional development, subjectivation, and resistance to change
(Springer, 2019)
Reform-based discourses in mathematics education have fabricated different subjectivities for
teachers such as the Btraditional^ and the Bnew^ teacher. Professional development programs
are proposed as effective mechanisms ...