New teachers, professional knowledge and educational reform in New Zealand / Rachel Patrick Patrick, Rachel

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Patrick, Rachel
Action research in education.; High school teachers - New Zealand - Attitudes.; Educational change - New Zealand.
This thesis examined the effects of contemporary equity policies and accountability cultures on new teachers' learning. It found that teachers' knowledge and identity formations are not simply sequential. Teachers use multiple sources of knowledge in complex ways. These findings have implications for teacher education and teachers' working towards equity.
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