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Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (63rd, Montreal, Canada, April 11-15, 2005)

This study examined the enabling and disabling social structures of teacher professional development within the context of university and school partnerships in a Western state. Semi-structured interview with participants was the primary data source for developing a qualitative theoretical model of what teachers perceived as barriers and enabling factors of their professional growth activities. The findings of the study indicate that local professional development efforts organized and supported by enthusiastic school principals were valued very highly by teachers and were associated with many enabling social structures of professional development. In contrast, university courses were identified by teachers as not meeting their daily classroom needs and were associated with several disabling social structures. [This project was made possible through the University of Utah, University Research Committee Faculty Research and Creative Grant.]

Descriptors: Principals, Professional Development, Partnerships in Education, College School Cooperation, Interviews, Teacher Attitudes, Teacher Education, Higher Education





Autor: Yamagata-Lynch, Lisa C.; Haudenschild, Michael

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5475&id=ED489894







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