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Deneroff, Victoria – Cultural Studies of Science Education, 2016
This is a narrative inquiry into the role of professional development in the construction of teaching practice by an exemplary urban high school science teacher. I collected data during 3¬†years of ethnographic participant observation in Marie Gonzalez's classroom. Marie told stories about her experiences in ten¬†years of professional development…
Descriptors: Professional Development, Science Teachers, Secondary School Teachers, High Schools