Practice architectures and sustainable curriculum renewal
While there are numerous pedagogical innovations and varying forms of professional learning to support change, teachers rarely move beyond the initial implementation of new ideas and policies and few innovations reach the institutionalised stage. Building on both site ontologies and situated learnin...
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| Main Authors: | , , |
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| Format: | Default Article |
| Published: |
2016
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| Subjects: | |
| Online Access: | https://hdl.handle.net/2134/20056 |
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