The reflective and collaborative practices of teachers in Ghanaian basic schools: a case study
Amoah, Samuel Asare (2011) The reflective and collaborative practices of teachers in Ghanaian basic schools: a case study. PhD thesis, University of Nottingham.
With advances in using the teachers’ classroom as the foreground for teacher improvement, reflective and collaborative activities have been increasingly used in a variety of professional development contexts. It is widely held that reflective and collaborative activities are conducive to helping teachers to develop a positive attitude towards questioning their teaching for themselves and others as well as empowering them to have control over their professional development. It is in this view that I developed an intervention process to explore what happened, when teachers within one school were given an opportunity to engage in a planned series of critical dialogues relating to their own classroom teaching. The study also explored how the teachers use the Intervention Process to develop their thinking about their practices.
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