Transforming Identities: Understanding Teachers across Professional Development and Classroom Practice by ProQuest

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Even when teachers participate in high-quality professional development, there remains a large and often undocumented variability in how teachers make use of ideas learned (Enyedy, Goldberg, & Muir, in press; Kazemi, 2004; Franke, Carpenter, Levi & Fennema, 2000). [...] educational researchers and professional developers need to better understand the dilemmas and choices teachers face in making use of learned practices.

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									                         Dan Battey & Megan L. Franke
                   Teacher Education Quarterly, Summer 2008




                                  Transforming Identities:
           Understanding Teachers across Professional
               Development and Classroom Practice

                    By Dan Battey & Megan L. Franke

	    Despite	the	prevalence	of	professional	development	in	schools	and	the	vari-
ability	in	its	implementation,	little	research	has	been	conducted	on	how	professional	
development	makes	its	way	into	the	classroom	(Wilson	&	Berne,	1999).	Even	when	
teachers	participate	in	high-quality	professional	development,	there	remains	a	large	
and	often	undocumented	variability	 in	how	teachers	 make	 use	 of	ideas	 l
								
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