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Permanent link (DOI): https://doi.org/10.7939/R3337G

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A comparative case study of teacher professional learning in Alberta and England Open Access

Descriptions

Other title
Subject/Keyword
teacher professional learning
professional development
comparative study
interpretivist
England
Alberta
case study
policy
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Viczko, Melody
Supervisor and department
Newton, Paul (Educational Policy Studies)
Examining committee member and department
Shultz, Lynette (Educational Policy Studies)
Johston, Ingrid (Secondary Education)
Department
Department of Educational Policy Studies
Specialization

Date accepted
2009-07-24T16:11:33Z
Graduation date
2009-11
Degree
Master of Education
Degree level
Master's
Abstract
In many jurisdictions, policies aimed at improving educational processes and outcomes have focused on teacher professional learning. Yet, there is a gap in research concerning teachers’ understandings of their own professional learning as it is influenced by school improvement policies. Using an interpretivist approach, this case study of two schools in Alberta and England explored teachers’ understandings of their professional learning and the ways in which policy context interacted with these understandings. The findings suggested there is significant variability in the ways that teachers construct: 1) the notion of collaboration in working with others; 2) conceptualizations of teacher knowledge; and 3) the relationship of student learning to teacher professional learning. Additionally, findings indicated that teachers actively meditated their understandings of policy in their teaching practice, suggesting that policy context is one factor needing consideration in teacher professional learning research and policy development.
Language
English
DOI
doi:10.7939/R3337G
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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File title: Viczko_Melody_Fall 2009
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