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dc.contributor.supervisor Winsor, Pamela Ellefson, Bryan A. University of Lethbridge. Faculty of Education 2007-04-11T21:07:07Z 2007-04-11T21:07:07Z 1994
dc.description 174 leaves ; 29 cm. en
dc.description.abstract This thesis is an interpretation of the meaning of a professional development project for six high school English teachers in a small, rural jurisdiction. The project design attempts to incorporate guidelines for effective professional development, especially in regard to the way in which authority influences the experience. This study is a case study from a naturalistic inquiry perspective using thnographic techniques. Further, the methodology is educative in the sense that the study was intended to change the situation studied. The analysis attempts to articulate the voices of various authorties in this professional development activity: the voice of leadership, the voice of the collective, the voice of external influences, and the voice of the individual participant. As a professional development activity, this studyindicates that, for the participating teachers, self-directed professional development created conditions conducive to change. Although the voices of professional development authority are incomplete and contradictory, this study provides a view of the landscape of teacher change and growth that is shaped by professional development guidelines concerning function, governance, cultural milieu, leadership, and reflection. These conclusions suggest ways for researchers, administrators, teacher leaders and enhance professional development. en
dc.language.iso en_US en
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994 en
dc.relation.ispartofseries Thesis (University of Lethbridge. Faculty of Education) en
dc.subject Teachers -- In-service training en
dc.subject Teachers -- Training of en
dc.subject Dissertations, Academic en
dc.title Teacher-directed professional development en
dc.type Thesis en
dc.publisher.faculty Education Masters

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