An Introspective Enquiry Mutually Emplacing Teacher and Non-literate Former Refugee Students in Pedagogical Landscapes
MetadataShow full item record
Searching to discover what it is that is in the self that is brought to the teaching role this study transports the teacher along a lived experience trajectory. Assuming an interface stance as teacher-learner, researcher-interpreter, narrator-writer, to find insightful meaning the inquiry glances back as it moves forward, emplacing the teacher with adult former refugee students in an empowering landscape that engenders self-learning and respect for diversity within a culture of education.
Showing items related by title, author, creator and subject.
Professional development in HIV prevention education for teachers using flexible learning and tutor supportJackson, Glenda Joy (2004)HIV prevention programs in schools are acknowledged as one of the best prospects for controlling the world HIV epidemic. Epidemiological evidence indicates that deaths world-wide from AIDS are yet to peak. Although HIV ...
Investigating the effectiveness of a professional development initiative for lower secondary teachers in IndonesiaSoebari, Titien Soewastiningsih (2012)The overarching aim of this study was to evaluate the effectiveness of a teacher professional development initiative, designed to help lower secondary teachers to improve their teaching practice. To evaluate the effectiveness ...
An investigation of mathematics teachers' beliefs and practices following a professional development intervention based on constructivist principlesStoker, John (2003)The purpose of this study was to investigate the beliefs and related classroom practices of a selected group of in-service teachers within the context of a mathematics professional development intervention for primary ...