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Download full textWarren, Elizabeth A.; Miller, Jodie – Australian Journal of Teacher Education, 2013
Studies indicate that very few teachers entering disadvantaged contexts feel prepared academically or professionally to teach effectively. This study focuses on the impact of a model for professional learning, the RoleM Professional Learning model (RPL), situated in a disadvantaged context over a three-year period. The participating teachers (n =…
Descriptors: Teacher Effectiveness, Interviews, Teacher Attitudes, Teacher Education
