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Beyond the Garden of Eden: deep teacher professional development.

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dc.contributor.authorSamuel, Michael Anthony.
dc.date.accessioned2014-06-24T09:48:10Z
dc.date.available2014-06-24T09:48:10Z
dc.date.created2009
dc.date.issued2009
dc.description.abstractBecoming a professional teacher is falsely understood to be a simple process: usually consisting of a transference of skills to execute classroom pedagogy or classroom management. This article begins by exploring the many forces which influence the curriculum of teacher education in higher education, signaling the complexity of the practice of teaching and the expected roles of teachers within a charged socio-political, ideological as well as educational research arena. It offers a definition of the scope of deep teacher professional development which embraces the complexities of these forces. It particularly addresses the theoretical underpinning that could inform the design and delivery of Initial Professional Education of Teacher (IPET) higher education curricula. The article draws on the experiences of enacting a reconceptualized teacher education curriculum at the University of KwaZulu-Natal, Faculty of Education showing the translation of these theoretical conceptions within a curriculum geared towards deep professional learning.en
dc.identifier.citationSamuel, M. 2009. Beyond the Garden of Eden: deep teacher professional development. SAJHE, 23(4) 737-759.
dc.identifier.issn1011-3487
dc.identifier.urihttp://hdl.handle.net/10413/10960
dc.language.isoenen
dc.publisherTaylor & Francis.en
dc.source.urihttp://dx.doi.org/10.4314/sajhe.v23i4.51068
dc.subject.otherTeacher professional development.en
dc.titleBeyond the Garden of Eden: deep teacher professional development.en
dc.typePeer reviewed journal articleen

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