Reinventing master's degree study for experienced teachers

被引：17

作者：

Tom, AR ^{[1
]}

机构：

[1] Univ N Carolina, Chapel Hill, NC 27514 USA

来源：

JOURNAL OF TEACHER EDUCATION | 1999年 / 50卷 / 04期

关键词：

D O I：

10.1177/002248719905000402

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Most teachers and some teacher educators have lost confidence in master's degree study for experienced teachers. After exploring the reasons for this state of affairs, I discuss my attempts to rethink this degree, particularly three markers (or indicators) that may characterize high-quality programming. I also examine several structural barriers that inhibit the rethinking of master's degree programming for experienced teachers.

引用

页码：245 / 254

页数：10

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