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dc.contributor.authorGovender, Thiloshnee
dc.contributor.supervisorPhilip Williamsen_US
dc.contributor.supervisorJill Aldridgeen_US
dc.contributor.supervisorCindy Smithen_US
dc.date.accessioned2020-08-18T08:07:00Z
dc.date.available2020-08-18T08:07:00Z
dc.date.issued2019en_US
dc.identifier.urihttp://hdl.handle.net/20.500.11937/80626
dc.description.abstract

This study uses hermeneutic phenomenology to explore the uniquely-lived experiences of Western education advisors who lead teachers’ professional learning through mentoring in the cross-cultural school improvement context of Abu Dhabi, UAE. It specifically examines those dynamics that support or hinder the efficacy of education advisors, revealing the complexities of working in cross-cultural mentoring relationships. The findings, represented in a framework of cross-cultural mentoring interactions, indicate powerful connections between the elements of person, culture and context.

en_US
dc.publisherCurtin Universityen_US
dc.titleNegotiating professional learning relationships in the cross-cultural school improvement context of Abu Dhabi, UAEen_US
dc.typeThesisen_US
dcterms.educationLevelPhDen_US
curtin.departmentSchool of Educationen_US
curtin.accessStatusOpen accessen_US
curtin.facultyHumanitiesen_US


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