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Direct linkHardy, Ian; Ronnerman, Karin – Cambridge Journal of Education, 2011
This paper explores and challenges the rationale for current, mainstream approaches to teachers' continuing professional development (CPD) within schooling systems. Such approaches are significantly influenced by neoliberal and managerial pressures, evident in advocacy for generic, individualistic models of teacher learning, often focused on…
Descriptors: Action Research, Educational Practices, Foreign Countries, Professional Development
