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Negotiating Partnerships in a STEM Teacher Professional Development Program: Applying the STEPS Interpretive Framework

  • Linda HobbsEmail author
  • John Cripps Clark
  • Barry Plant
Chapter

Abstract

This chapter describes the use and modification of the tools of the STEPS Interpretive Framework as part of a teacher professional development program for STEM teachers. The tools were used to assist with establishing partnerships with schools that were important for determining the content, timing and nature of the professional learning program cycles. The use of the Interpretive Framework as a mediating tool that both changes the nature of the activity and is also changed by the activity is discussed.

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Copyright information

© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  1. 1.Deakin UniversityGeelongAustralia
  2. 2.Deakin UniversityBurwoodAustralia

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