Search results for: Gravani Maria N.
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Unveiling Professional Learning: Shifting from the Delivery of Courses to an Understanding of the Processes
The article explores professional learning in a secondary teachers ' development program in Greece. The investigation reveals professional learning to be characterised by a number of dimensions: professionality, mutuality, emotionality and formality. Professional learning is therefore seen as a complex process rather than linear, a step-by-step event.
Updated: Jul. 30, 2008
The relationship between academics and practitioners are examined through a qualitative study of theory versus practice, propositional versus procedural and knowledge producers versus knowledge translators. The study aims at defining the space between the two groups to create partnerships and close the gaps between theory and practice in teacher education.
Updated: Apr. 30, 2008