The impact of a practice-based inquiry in-service teacher education model on teachers' understanding and classroom practice

The core assumption of the model is that improvement in teachers' pedagogical and theoretical understanding of their practice leads to improvement in classroom practice. The model also assumes that improved pedagogical understanding and classroom practice results from teachers reflecting critically on educational theory and practice

Author dc:creator

• Pomuti, Hertha N.

• Teaching methods
• Teacher training

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11070/267

OAI identifier oai:identifier

oai:repository.unam.edu.na:11070/267