This paper aims to explore the experiences and outcomes of this experiential approach to professional development for teachers who participated in the Employable teacher module on FET programme via primarily looking through learners’ assessment feedback/ reflections and any personal reflective accounts. Key research questions are:
1. To what extent do learners draw upon their own unique past experiences as a foundation to engage with the new? Or as a barrier/hindrance?
2. In teacher professional development can the suggested approach realistically motivate teachers to try new practices and make desired changes to the curriculum a practical reality?
13/02/2018
11.8 Shaw.pdf
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