Better ways of teaching teachers: A study of professional development, professional learning, and teachers as adult learners

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dc.contributor.authorKraig, Charlie
dc.contributor.supervisorMcGregor, Catherine
dc.date.accessioned2013-09-03T17:55:04Z
dc.date.available2013-09-03T17:55:04Z
dc.date.copyright2013en_US
dc.date.issued2013-09-03
dc.degree.departmentDepartment of Educational Psychology and Leadership Studies
dc.degree.levelMaster of Arts M.A.en_US
dc.description.abstractThis thesis explores the notion of teachers as adult learners, the professional development and professional learning available to them, and a space where these ideas can come together. Research participants offer insight into how they currently learn and use many sources of learning to create better learning opportunities for their students. Building on ideas from Lawler (2003) and Kennedy (2005) and using narrative methodology, particularly poetics and collage as a means of capturing participants’ thinking, my findings support the idea that teachers need a transformative professional development model that acknowledges them as adult learners. No single participant spoke of all of the adult learning or teacher learning principles within a single professional development experience, yet each spoke of times when one or more of those keys to their learning was present throughout their transformative experience. Simply put, teachers use many sources of learning to bring about changes to their teaching practice. All of these work together to bring about the transformation they spoke of in their stories of learning.en_US
dc.description.proquestcode0530en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/4895
dc.languageEnglisheng
dc.language.isoenen_US
dc.rights.tempAvailable to the World Wide Weben_US
dc.subjectteacher learningen_US
dc.subjectprofessional developmenten_US
dc.subjectadult learneren_US
dc.subjectprofessional learningen_US
dc.titleBetter ways of teaching teachers: A study of professional development, professional learning, and teachers as adult learnersen_US
dc.typeThesisen_US

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