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There are myriad reasons for the current revolving door in schools; from difficulty managing the classroom, shortage of resources, time management, and an insurmountable amount of paperwork, to ineffective or non-existent support systems. One such support system that would address many of the issues plaguing new teachers and possibly prevent new teachers from leaving is offering on-going meaningful professional development. The purpose of professional development is to provide teachers with the knowledge and skills to improve student achievement (Payne & Wolfson, 2000). It is common for school districts to provide professional development opportunities for teachers. However, many professional development classes are not carefully structured or purposefully directed toward new teachers.
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Like Dewey, Donald Shön (1983) believed that reflection begins in practice when teachers are faced with unique and confusing situations, he named them “the swampy lowlands of practice” (Shön, 1983). He... ... middle of paper ... ...offey- Barentsen,J. : Malthouse,R. (2009). Reflective Practice in the LifelLong Learning Sector.
Leistyna, P. (2001). Extending the possibilities of multicultural professional development in public schools. Journal of Curriculum and Supervision, 16(4), 282-304. Manning, L. & Baruth. L. (2009).
Transformative learning theory: A neurobiological perspective of the role of emotions and unconscious ways of knowing. International Journal of Lifelong Education 20(3), 218-236. doi: 10.1080/02601370110036064 Taylor, E. W. (2003). Attending graduate school in adult education and the impact on teaching beliefs: A longitudinal study. Journal of Transformative Education, 1, 349-367. doi: 10.1177/1541344603257239 Taylor, E. W. (2007). An update of transformative learning theory: A critical review of the empirical research (1999–2005).