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dc.contributor.authorWood, Johanna Julene
dc.date.accessioned2019-09-10T02:50:08Z
dc.date.available2019-09-10T02:50:08Z
dc.date.issued2018
dc.identifier.urihttp://hdl.handle.net/10179/14946
dc.description.abstractTeen Parent Units (TPUs) are a unique context in the New Zealand educational system. The purpose of this study was to explore the professional learning landscape for teen parent educators in New Zealand, using the qualitative in-depth case studies of three TPUs. Drawing on the theoretical framework of complexity theory and interpretative phenomenological analysis (IPA), the study provided a rich description of practice and teachers’ perceptions of their professional learning experiences, opportunities, and practice. The study considered teacher professional learning using three recursive subsystems: the teacher subsystem, the context subsystem, and the activity subsystem, to develop a more nuanced understanding of teacher professional learning in the teen parent context. Listening to educators in this space revealed that not only is professional learning a complex system but also proposes that a fourth subsystem—the student subsystem—is needed to understand the professional learning landscape in this space.en_US
dc.language.isoenen_US
dc.publisherMassey Universityen_US
dc.rightsThe Authoren_US
dc.subjectTeenage parentsen_US
dc.subjectTeenage mothersen_US
dc.subjectEducationen_US
dc.subjectNew Zealanden_US
dc.subjectHigh school teachersen_US
dc.subjectAttitudesen_US
dc.subjectReflective teachingen_US
dc.subjectCase studiesen_US
dc.titleThe professional learning landscape for teen parent educators in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Doctor in Education at Massey University , Manawatū, New Zealanden_US
dc.typeThesisen_US
thesis.degree.disciplineEducationen_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Education (EdD)en_US


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