Professional Learning in Reading Instruction : The Influence of Context on Engagement and Enactment

Professional learning is widely acknowledged as an effective way to improve teacher practice and, consequently, student outcomes. However, this presupposes a direct link from professional learning to the enactment of the content of professional learning in teaching. This paper explores teachers'...

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Veröffentlicht in:	The Australian journal of teacher education 2020-06, Vol.45 (6), p.76-94
Hauptverfasser:	Main, Susan, Konza, Deslea, Hackling, Mark, Lock, Graeme
Format:	Artikel
Sprache:	eng
Schlagworte:	Case studies Context Effect Elementary School Teachers Evidence Based Practice Foreign Countries Instructional Improvement Knowledge level Learner Engagement Pedagogical Content Knowledge Professional Continuing Education Professional Development Program Effectiveness Reading Instruction Reading teaching Teacher Attitudes Teacher beliefs Teacher improvement
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