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Exploring professional identity in response to curriculum reform and professional development: the teaching life stories of chemistry teachers

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dc.contributor.supervisor Lewthwaite, Brian (Curriculum, Teaching and Learning) en_US
dc.contributor.author Peters, Gayle D.
dc.date.accessioned 2012-03-19T18:41:38Z
dc.date.available 2012-03-19T18:41:38Z
dc.date.issued 2012-03-19
dc.identifier.uri http://hdl.handle.net/1993/5198
dc.description.abstract This study elicited data from chemistry teachers in Manitoba via a qualitative narrative inquiry study to reveal teachers’ perceptions of their evolving professional identities and teaching practices following the introduction of the latest chemistry curricula and participation in long-term professional development. This study also aimed to identify any tensions these teachers have experienced associated with their beliefs about teaching and learning and their current teaching practices as a result of the recent change in curricula and professional development. Teaching life stories constructed from the interview data revealed that these teachers have indeed experienced tensions regarding their beliefs and teaching practices, and that this has caused them to reflect more on their practice and strive to improve their practice. Though these teachers feel that they are starting to shift their beliefs and teaching practice to better support student understanding in chemistry, they still feel they have a long way to go. en_US
dc.subject curriculum en_US
dc.subject science en_US
dc.title Exploring professional identity in response to curriculum reform and professional development: the teaching life stories of chemistry teachers en_US
dc.degree.discipline Curriculum, Teaching and Learning en_US
dc.contributor.examiningcommittee McMillan, Barbara (Curriculum, Teaching and Learning) Adamson, Bob (Pembina Trails School Division) en_US
dc.degree.level Master of Education (M.Ed.) en_US
dc.description.note May 2012 en_US


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