We were expected to be equal: Teachers and academics sharing professional learning through practitioner inquiry

Teachers and Teaching: Theory and Practice

Volumn 18, Issue 4, 2012, Pages 455-468

  Newman, Linda ^a   Mowbray, Susan ^a  

^a UNIVERSITY OF NEWCASTLE   (Australia)

Author keywords

early childhood; practitioner inquiry; professional collaboration; teacher change; teacher research

Indexed keywords

EID: 84863949276     PISSN: 13540602     EISSN: None     Source Type: Journal    
DOI: 10.1080/13540602.2012.696046     Document Type: Article

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