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• W3150370623 abstract "The intent of this professional doctorate study was to clarify theory and develop knowledge that could benefit the researcher's workplace. It achieved two aims. The first was the useful knowledge gained by the insider-researcher about how to effect teacher learning a reform context. The second was the improved understanding of the uniqueness of contextual conditions that affected teacher learning one school. A case study of a single school site was the means of examining the problem of what issues confronted teachers learning new knowledge mandated by curriculum reform, along with why those issues existed and how teachers dealt with them.A genealogical approach to the literature investigation determined where, why and how teacher learning should be effected a learning community, what reflected an outside in approach to the problem. However, the intent of the study was that this should be balanced by the inside out approach evident the consideration of what teachers a school had to say about the realities of teacher learning. Interviews with teachers considered good informants resulted quality data that facilitated the construction of explanatory theory. A comparison of this theory constructed from data grounded the realities of teachers' experiences with the theory derived from the literature constituted the final stage of clarifying the problem. Results from the study, therefore, represented both useful knowledge and understanding of the problem. These were of benefit to the specific school, while contributing to the professional efficacy of the researcher-insider, responsible for delivering curriculum reform that was dependent on teacher learning." @default.
• W3150370623 created "2021-04-13" @default.
• W3150370623 creator A5032652478 @default.
• W3150370623 date "2009-01-01" @default.
• W3150370623 modified "2023-09-27" @default.
• W3150370623 title "TEACHER LEARNING: A PROCESS OF GRAFTING NEW TRUTHS ON TO OLD TRUTHS A Case Study of Teacher Learning in an Independent School" @default.
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