Teacher-initiated professional development : a case study

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dc.contributor.authorLoewen, Teresa L.
dc.contributor.authorUniversity of Lethbridge. Faculty of Education
dc.contributor.supervisorTownsend, David
dc.date.accessioned2010-03-23T19:49:25Z
dc.date.available2010-03-23T19:49:25Z
dc.date.issued1996
dc.descriptionv, 78 leaves ; 28 cm. --en
dc.description.abstractThis study documents four collaborative professional development initiatives carried out by the author in three different schools over the course of five years. The author looks back upon her experiences, discussing the progression through several levels of readiness--survival, coaching, action research, and reflective self-analysis. She compares and contrasts the successful and lessthan- successful experiences with regards to current research in the fields of educational and organizational theory. The author postulates that the content of professional development, the collaborative process, and the context in which professional development takes place are contributing factors to the success or failure of teacher-initiated professional development.en
dc.identifier.urihttps://hdl.handle.net/10133/1002
dc.language.isoen_USen
dc.publisherLethbridge, Alta. : University of Lethbridge, Faculty of Education, 1996en
dc.publisher.facultyEducationen
dc.relation.ispartofseriesProject (University of Lethbridge. Faculty of Education)en
dc.subjectTeachers -- Training of -- Albertaen
dc.subjectTeachers -- In-service training -- Albertaen
dc.titleTeacher-initiated professional development : a case studyen
dc.typeThesisen
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