Investigating teachers' professional learning in an advanced Master's degree programme
This study examined how multiple measures can be used to study experienced teachers' learning. The study was conducted in an advanced Master's degree programme, aligned with the National Board for Professional Teaching Standards in the United States. The programmatic features and key learn...
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| Veröffentlicht in: | European journal of teacher education 2011-11, Vol.34 (4), p.387-405 |
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| container_title | European journal of teacher education |
| container_volume | 34 |
| creator | White, C. Stephen Fox, Rebecca K. Isenberg, Joan P. |
| description | This study examined how multiple measures can be used to study experienced teachers' learning. The study was conducted in an advanced Master's degree programme, aligned with the National Board for Professional Teaching Standards in the United States. The programmatic features and key learning experiences found in the programme are described and connected to the multiple measures used to investigate teachers' professional learning. Results of the study indicated that multiple measures can be used to examine a programme's effects on teacher learning; prompted reflections can provide evidence of a programme's influence on teacher thinking; and programme structure and content are important elements to consider when designing and assessing programmes for experienced teachers. This study also addresses how building a programme around measurable outcomes and then examining the results through multiple measures is an important link in understanding teacher learning. |
| doi_str_mv | 10.1080/02619768.2011.587115 |
| format | Article |
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Stephen</creatorcontrib><creatorcontrib>Fox, Rebecca K.</creatorcontrib><creatorcontrib>Isenberg, Joan P.</creatorcontrib><title>Investigating teachers' professional learning in an advanced Master's degree programme</title><title>European journal of teacher education</title><description>This study examined how multiple measures can be used to study experienced teachers' learning. The study was conducted in an advanced Master's degree programme, aligned with the National Board for Professional Teaching Standards in the United States. The programmatic features and key learning experiences found in the programme are described and connected to the multiple measures used to investigate teachers' professional learning. 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Stephen</creatorcontrib><creatorcontrib>Fox, Rebecca K.</creatorcontrib><creatorcontrib>Isenberg, Joan P.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>European journal of teacher education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>White, C. Stephen</au><au>Fox, Rebecca K.</au><au>Isenberg, Joan P.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ949493</ericid><atitle>Investigating teachers' professional learning in an advanced Master's degree programme</atitle><jtitle>European journal of teacher education</jtitle><date>2011-11</date><risdate>2011</risdate><volume>34</volume><issue>4</issue><spage>387</spage><epage>405</epage><pages>387-405</pages><issn>0261-9768</issn><eissn>1469-5928</eissn><abstract>This study examined how multiple measures can be used to study experienced teachers' learning. The study was conducted in an advanced Master's degree programme, aligned with the National Board for Professional Teaching Standards in the United States. The programmatic features and key learning experiences found in the programme are described and connected to the multiple measures used to investigate teachers' professional learning. 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| ispartof | European journal of teacher education, 2011-11, Vol.34 (4), p.387-405 |
| issn | 0261-9768 1469-5928 |
| language | eng |
| recordid | cdi_crossref_primary_10_1080_02619768_2011_587115 |
| source | EBSCOhost Education Source |
| subjects | Alignment (Education) assessment practices Educational Practices Evaluation Methods Experienced Teachers Faculty Development Interviews Investigations Learning Experience Masters Degrees Multitrait Multimethod Techniques National Standards Pretests Posttests professional learning Program Descriptions Program Evaluation programme evaluation Reflection reflective practice Reflective Teaching Teacher Education United States |
| title | Investigating teachers' professional learning in an advanced Master's degree programme |
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