NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ818450
Record Type: Journal
Publication Date: 2008
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0002-4805
Voicing Teachers' Perspectives on Professional Development in Literacy Education through Narrative Inquiry
Syed, Kahlida Tanvir
Alberta Journal of Educational Research, v54 n3 p283-292 Fall 2008
This article explores two beginning Canadian teachers' experiences of professional development in literacy education. Differences and parallel tensions between the Canadian teachers' and my own experiences as a teacher and teacher educator in Pakistan were identified through narrative inquiry. The significance of this article is found in the expression of seven necessary conditions for successful professional development: appreciation and awareness of teachers' internal quest for learning; teachers' involvement in their own professional development; promotion of active, critical reflection; sharing multiple perspectives in collective conversation; providing time for internal reflection; a democratic context for professional development; and supporting teachers' efforts to develop their professional knowledge base.
University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; Pakistan