Self-directed professional development - Hope for teachers working in deprived environments?

Teaching and Teacher Education

Volumn 25, Issue 3, 2009, Pages 375-382

  Mushayikwa, Emmanuel ^a   Lubben, Fred ^b  

^a UNIVERSITY OF CAPE TOWN   (South Africa)

^b UNIVERSITY OF YORK   (United Kingdom)

Author keywords

A level Science and Mathematics teachers; Classroom efficacy; Grounded theory; Professional efficacy; Self directed professional development; Teacher efficacy

Indexed keywords

EID: 60249092106     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2008.12.003     Document Type: Article

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