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How and what teachers learn from collaborative professional development

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dc.contributor.authorKeith Wood
dc.contributor.authorHalida Jaidin
dc.contributor.authorRosmawijah Jawawi
dc.contributor.authorJ.S.H.Q. Perera
dc.contributor.authorSallimah Salleh
dc.contributor.authorMasitah Shahrill
dc.contributor.authorSaratha Sithamparam
dc.date.accessioned2025-12-03T00:54:09Z
dc.date.available2025-12-03T00:54:09Z
dc.date.issued2017
dc.description.abstractPurpose– The purpose of this paper is to report on a study of teacher learning through participation in sustained collaborative subject-based professional development groups supported by a facilitator, using a model of teachers’ conceptions of teaching developed from phenomenography to identify what are the critical features of teaching that must be present if teachers are to learn, and using a variation theory of learning to explain how they learn.
dc.format.extent18
dc.identifier.urihttps://repository.ubd.edu.bn/handle/123456789/3724
dc.language.isoen
dc.publisherSultan Hassanal Bolkiah Institute of Education (SHBIE)
dc.relation.ispartofseriesVolume 6; No.2
dc.subject.lcshTeachers—In-service training—Brunei Darussalam
dc.subject.lcshProfessional learning communities—Brunei Darussalam
dc.subject.lcshTeacher effectiveness—Brunei Darussalam
dc.subject.lcshEducation—Research—Brunei Darussalam
dc.subject.lcshConstructivism (Education)
dc.titleHow and what teachers learn from collaborative professional development
dc.typeArticles
dspace.entity.typePublication
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