`Absolutely professional development`: a case of gender inclusive ideals and realities

Johnson, Evelyn 2003, `Absolutely professional development`: a case of gender inclusive ideals and realities, Asia - Pacific journal of teacher education, vol. 31, no. 2, pp. 153-170, doi: 10.1080/13598660301613.

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Title `Absolutely professional development`: a case of gender inclusive ideals and realities
Author(s) Johnson, Evelyn
Journal name Asia - Pacific journal of teacher education
Volume number 31
Issue number 2
Start page 153
End page 170
Publisher Routledge
Place of publication Melbourne, Vic.
Publication date 2003-07
ISSN 1359-866X
Keyword(s) Teachers & teacher education
Summary In this article, I focus on the significance of the professional development ideals and realities of 'resourcing' and 'reflectivity' for the transformative potential of gender inclusive policy in the changing context of the state of Victoria, Australia. The data is selected from a wider longitudinal case study that investigates conceptualisation and enactment of gender inclusive schooling in primary schools since 1975. I assess this example of continuing teacher education by discussing the standpoint of interviewed inservice educators from a feminist perspective.
Language eng
DOI 10.1080/13598660301613
Field of Research 130313 Teacher Education and Professional Development of Educators
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2003, Australian Teacher Education Association
Persistent URL http://hdl.handle.net/10536/DRO/DU:30002191

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