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Voicing Teachers' Perspectives on Professional Development in Literacy Education through Narrative Inquiry.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Syed, Kahlida Tanvir |
| Copyright Year | 2008 |
| Abstract | This article explores two beginning Canadian teachers’ experiences of professional development in literacy education. Differences and parallel tensions between the Canadian teachers’ and my own experiences as a teacher and teacher educator in Pakistan were identified through narrative inquiry. The significance of this article is found in the expression of seven necessary conditions for successful professional development: appreciation and awareness of teachers’ internal quest for learning; teachers’ involvement in their own professional development; promotion of active, critical reflection; sharing multiple perspectives in collective conversation; providing time for internal reflection; a democratic context for professional development; and supporting teachers’ efforts to develop their professional knowledge base. |
| Starting Page | 283 |
| Ending Page | 292 |
| Page Count | 10 |
| File Format | PDF HTM / HTML |
| Volume Number | 54 |
| Alternate Webpage(s) | https://journalhosting.ucalgary.ca/index.php/ajer/article/download/55234/42279 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
