Researching The Sustainability of Teacher Professional Development
DOI:
https://doi.org/10.13135/2384-8677/1939Abstract
This paper looks at ways of researching the sustainability of teacher professional development. The focus is placed on the relationships within and between learning environments and teacher professional profiles. Two principal perspectives are proposed linking the concepts of autopoiesis, organization and structure as a model for analysing these relationships and those of resilience, transformability and force-field analysis for investigating the sustainability of change and consequent development.
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