The Extent to which a Teacher Can Be Responsible for Their Own Professional Development and by what Means This Can Be Achieved

What kind of teacher am I? What are my beliefs about teaching and learning? How should I communicate goals to my learners? What learning methods and techniques should I employ? How can I deal with discipline problems in my classroom? In discussing such intricate questions, teachers often point out that many conventional approaches and sources rarely help them find answers and give them practical hints for dealing with their problems. We are going to investigate how, by looking objectively and exploring classroom processes, we may set ourselves against them.
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