Abstract
This project was designed to improve the learning of new teachers by developing a research-based, practical model of early professional learning. In addition to detailing
the main part of the learning process that statutory standards neglect, the research implies that existing standards should be differentially weighted to reflect the multidimensional development process we have identified. In so doing, we have shown that it is possible to 'connect the conflicting' experience and standard through a more sophisticated recognition of early professional learning.
| Original language | English |
|---|---|
| Title of host publication | Teaching and Learning Research Briefing |
| Number of pages | 4 |
| Volume | 56 |
| Publication status | Published - Oct 2008 |
Keywords
- teaching
- learning
- teachers
- professional development
- research