Search results for: Moss Julianne
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This article reveals how the art device of trompe l’oeil provided a way of thinking about the induction and mentoring experiences of beginning teachers. Both the trompe l’oeil art device and the theoretical lens illuminated the reframing of the participants’ initial understandings of mentor relationships to gain a different perspective on their early professional lives.
Updated: Jul. 07, 2015
Leading Professional Learning in An Australian Secondary School through School-University Partnerships
As the limitations of one-off and disconnected professional learning programs for teachers are recognized, there is widespread interest in building learning communities and professional learning teams within schools. When considering how to build local learning communities, school and university partnerships are seen as offering rich possibilities for transformative professional action.
Updated: Feb. 02, 2009