Literaturnachweis - Detailanzeige
| Autor/in | Osmond-Johnson, Pamela |
|---|---|
| Titel | Supporting Democratic Discourses of Teacher Professionalism: The Case of the Alberta Teachers' Association |
| Quelle | In: Canadian Journal of Educational Administration and Policy, (2015) 171, (27 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1207-7798 |
| Schlagwörter | Foreign Countries; Teaching (Occupation); Professionalism; Teacher Associations; Teacher Leadership; Professional Development; Discourse Analysis; Neoliberalism; Comparative Analysis; Case Studies; Semi Structured Interviews; Teacher Participation; Teacher Attitudes; Professional Identity; Role Perception; Change Agents; Democracy; Canada |
| Abstract | This paper explores understandings related to teacher professionalism amongst a sample of highly engaged members of the Alberta Teacher's Association (ATA). Highlighting the many ways in which the Association supported members in their bid to embody roles as leaders, learners, advocates, and policy actors, I argue that the ATA serves as a platform for the development of teacher leaders and advocates who aim to improve the quality of education on a broader scale through their work both inside and outside the classroom. (As Provided). |
| Anmerkungen | Faculty of Education, University of Manitoba. Winnipeg, MB R3T 2N2, Canada. Tel: 204-474-9004; Fax: 204-474-7564; e-mail: cjeapadm@cc.umanitoba.ca; Web site: http://www.umanitoba.ca/publications/cjeap |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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