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A Pragmatic Meta-Model to Navigate Complexity in Teachers' Professional Learning
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Fiona King; Philip Poekert; Takeshia Pierre – Professional Development in Education, 2023
Professional learning (PL) encompasses the complexity of teacher learning and teacher agency in the process of learning. This paper aims to shed light on this complexity and proffers a conceptual meta-model of PL grounded in pragmatism to inform action in the design and evaluation of PL. It will firstly explore the aim and implications of the…
Descriptors: Faculty Development, Models, Professional Autonomy, Professional Continuing Education