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Key constructs and research design in the Learning4Teaching study

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Abstract:

The second paper examines the development of four constructs that are key in the research design of the study. The first construct distinguishes between the conventional notions of ‘professional development’ and the broader processes of formal and non-formal ‘professional learning.’ This distinction then serves to frame the three constructs of A) professional learning opportunities, B) participation in those opportunities, and C) classroom uptake from that participation, which organize the design of the study itself. Background conceptualization of these constructs will be offered from both the general professional development literature in education and the sub-field of second language teacher education. The research design will be described in terms of these constructs, with the central questions and design factors for each of the three phases of the study.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


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URL: http://citation.allacademic.com/meta/p494271_index.html
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MLA Citation:

Freeman, Donald. and Setty, Rohit. "Key constructs and research design in the Learning4Teaching study" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p494271_index.html>

APA Citation:

Freeman, D. and Setty, R. "Key constructs and research design in the Learning4Teaching study" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p494271_index.html

Publication Type: Panel Paper
Abstract: The second paper examines the development of four constructs that are key in the research design of the study. The first construct distinguishes between the conventional notions of ‘professional development’ and the broader processes of formal and non-formal ‘professional learning.’ This distinction then serves to frame the three constructs of A) professional learning opportunities, B) participation in those opportunities, and C) classroom uptake from that participation, which organize the design of the study itself. Background conceptualization of these constructs will be offered from both the general professional development literature in education and the sub-field of second language teacher education. The research design will be described in terms of these constructs, with the central questions and design factors for each of the three phases of the study.


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