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dc.contributor.author Lothian, Crystal
dc.contributor.author University of Lethbridge. Faculty of Education
dc.date.accessioned 2020-05-12T16:32:28Z
dc.date.available 2020-05-12T16:32:28Z
dc.date.issued 2020
dc.identifier.uri https://hdl.handle.net/10133/5729
dc.description.abstract As a school administrator, the role of facilitating impactful teacher professional development and shifting mindset to lifelong learning is a daunting task. Professional development while both a requirement and an opportunity for change in practice for teachers, does not often initiate pedagogical change in a school setting. Through the creation of this professional development inquiry framework which is built upon the principles of three interrelated dimensions – critical thinking, creativity, and collaboration (C3 thinking) - an opportunity for facilitating a renovation mindset is possible. The framework reflects professional knowledge of adult learning that is structured around an inquiry approach to teaching and learning with the goal of effectively creating a C3 thinking school culture. en_US
dc.language.iso en_CA en_US
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education
dc.relation.ispartofseries Project (University of Lethbridge. Faculty of Education)
dc.subject Critical thinking
dc.subject Professional education
dc.subject Professional development
dc.subject Lateral thinking
dc.subject Brainstorming
dc.subject Thought and thinking
dc.title Creating a thinking culture: a professional development inquiry en_US
dc.type Project en_US
dc.publisher.faculty Education en_US
dc.degree.level Masters en_US
dc.contributor.advisor von Heyking, Amy
dc.contributor.advisor Mombourquette, Carmen


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