Abstract
This chapter briefly reiterates some information included in earlier sections outlining how research approaches were designed and implemented to gather specific data which explored the structures and approaches that actively positioned teachers to become key decision makers about their own learning. This chapter specifically explores the approaches that enabled teachers to articulate their learning needs, determine the type of support their learning required and enabled them to determine how new thinking became evident in their professional practice.
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Smith, K. (2017). Shifting Accepted Routines of Practice. In: Teachers as Self-directed Learners. Self-Study of Teaching and Teacher Education Practices, vol 18. Springer, Singapore. https://doi.org/10.1007/978-981-10-3587-6_4
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DOI: https://doi.org/10.1007/978-981-10-3587-6_4
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