Date of Submission

March 2000

Abstract

This thesis critiques the role that reflection plays in leading teacher professional development. It critically explores the reflective processes that five Advanced Skills Teachers use to create meaning for their practice and to direct their professional learning. The research inquired into how this activity has contributed to their ongoing professional growth by connecting important learning events of the past, to decisions made and action taken when dealing with current problematic curriculum issues. This is relevant as the research was set within Brisbane Catholic Education during a time of system initiated curriculum reform.

Document Type

Thesis

Access Rights

Open Access

Extent

354 pages

Degree Name

Doctor of Education (EdD)

Faculty

Faculty of Education

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