article

Learning and Context: Connections in Teacher Professional Development

Author

• • Barbara J. Daley
  • University of Wisconsin- Milwaukee

Abstract

This qualitative interpretivist study analyzes the interrelationships between, the knowledge gained in teacher professional development programs and the context of employment. Findings indicate that teachers construct a knowledge base by moving back and forth between continuing education programs and their professional practice. Implications for research and practice are drawn.

Keywords:

How to Cite: Daley, B. J. (2004) “Learning and Context: Connections in Teacher Professional Development”, Adult Education Research Conference. 1(2004).