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Teacher Professional Development: A Sociological Study of Senior Educators' PD Priorities in Ontario
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Hardy, Ian – Canadian Journal of Education, 2009
This study investigated senior educators' viewpoints on teacher professional development (PD). To examine the nature and source of participants' perspectives, the study employed Bourdieu's notion of practice as socially constituted and contested. Interviews were conducted in southern Ontario with 24 senior Ministry officials, principals, and…
Descriptors: Foreign Countries, Professional Development, Inservice Teacher Education, Educational Attitudes