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Abstract

This study documents and interprets teachers’ experience in a two-year professional development provincial initiative called Changing Results for Young Readers in western Canada. The interviews of a group of teachers in a rural school district were examined in order to understand how the participants’ learning experiences were connected to adult learning theory. Themes emerged in teachers’ changes of assumptions, expectations, values, and beliefs about their identity as a teacher. These findings have implications for understanding how professional development opportunities can be structured and facilitated to support the complex role of a teacher.

DOI

10.15760/nwjte.2017.12.2.4

Persistent Identifier

http://archives.pdx.edu/ds/psu/22074

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