| Título: | An Australian Perspective on Teacher Professional Development in Supercomplex Times |
| Autores: | LING, Lorraine M. ; MACKENZIE, Noella M. |
| Tipo de documento: | texto impreso |
| Editorial: | Editorial Universidad de Almería, 2015-04-30 |
| Dimensiones: | application/pdf |
| Nota general: |
Psychology, Society, & Education; Vol. 7, Núm. 3 (2015); 264-278 Psychology, Society, & Education; Vol. 7, Núm. 3 (2015); 264-278 1989709X 2171-2085 10.25115/psye.v7i3 Copyright (c) 2017 Psychology, Society, & Education |
| Idiomas: | Inglés |
| Palabras clave: | Artículos |
| Resumen: | ABSTRACT: Professional Development is one of many terms given to the in-service education and training of teachers. In this paper, the authors address the kinds of professional development currently offered in Australia and compare it with the kinds of professional development teachers may require to deal with an era of supercomplexity, where there is uncertainty, insecurity and an unknown and unknowable future. Professional development is seen as involving multiple stakeholders and the influence of governments and other external bodies is also critically examined. |
| En línea: | http://ojs.ual.es/ojs/index.php/psye/article/view/517 |
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