Exploring professional identity in response to curriculum reform and professional development: the teaching life stories of chemistry teachers
This study elicited data from chemistry teachers in Manitoba via a qualitative narrative inquiry study to reveal teachers’ perceptions of their evolving professional identities and teaching practices following the introduction of the latest chemistry curricula and participation in long-term professi...
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2012
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| Online Access: | http://hdl.handle.net/1993/5198 |