Monika L. Louws, Klaas van Veen, Jacobiene A. Meirink, Jan H. van Driel
ABSTRACTIn this study, we explored the relationships between teachers' selfarticulated professional learning goals and their teaching experience. Although those relationships seem self-evident, in programmes for teachers' professional development years of teaching experience are hardly taken into account. Sixteen teachers with varying years of experience and subjects were interviewed. The results show different learning goals, related to communication and organisation, curriculum and instruction, innovation, …
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