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  • Graham

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    Ennes Zach
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    Professional learning and knowledge are often disconnected from teachers' professional identities. Graham argues that current approaches to professional development do little to foster meaningful learning or change in practice. However, there may be opportunities to better link professional learning with teachers' work and sense of professional self through collaborative communities and reflective practices.

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    Professional learning and knowledge are often disconnected from teachers' professional identities. Graham argues that current approaches to professional development do little to foster meaningful learning or change in practice. However, there may be opportunities to better link professional learning with teachers' work and sense of professional self through collaborative communities and reflective practices.

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    8 views1 page

    Graham

    Uploaded by

    Ennes Zach
    Professional learning and knowledge are often disconnected from teachers' professional identities. Graham argues that current approaches to professional development do little to foster meaningful learning or change in practice. However, there may be opportunities to better link professional learning with teachers' work and sense of professional self through collaborative communities and reflective practices.

    Copyright:

    © All Rights Reserved
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    Graham, P. (2004).

    Professional learning, professional knowledge and


    professional identity: a bleak view, but on the possibilities. English Teaching : Practice
    and Critique, 3 (2), 2-3.

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