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Negotiating partnerships in a STEM teacher professional development program: applying the STEPS interpretive framework
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posted on 2018-01-01, 00:00 authored by Linda HobbsLinda Hobbs, John Cripps ClarkJohn Cripps Clark, Barry PlantThis chapter describes the use and modification of the tools of the STEPS Interpretive Framework as part of a teacher professional development program for STEM teachers. The tools were used to assist with establishing partnerships with schools that were important for determining the content, timing and nature of the professional learning program cycles. The use of the Interpretive Framework as a mediating tool that both changes the nature of the activity and is also changed by the activity is discussed.
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Title of book
School-based partnerships in teacher education : a research informed model for universities, schools and beyondChapter number
13Pagination
231 - 245Publisher
SpringerPlace of publication
SingaporePublisher DOI
ISBN-13
9789811317958ISBN-10
981131795XLanguage
engPublication classification
B1 Book chapterCopyright notice
2018, Springer Nature Singapore Pte LtdExtent
16Editor/Contributor(s)
Linda Hobbs, Coral Campbell, Mellita JonesUsage metrics
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