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dc.contributor.authorDunn, Brenda
dc.contributor.authorMcDonald, Catriona
dc.contributor.authorJohnson, Dorothy
dc.date.accessioned2018-12-12T05:20:45Z
dc.date.available2018-12-12T05:20:45Z
dc.date.issued2018
dc.identifier.citationDunn , B , McDonald , C & Johnson , D 2018 , ' Evidence of quality professional development : a study in childhood practice ' Professional Development in Education , vol. 44 , no. 3 , pp. 397-411 . DOI: 10.1080/19415257.2017.1331933en
dc.identifier.issn1941-5257
dc.identifier.otherPURE: 102075573
dc.identifier.otherPURE UUID: 2f6e65e0-95d5-4e4b-8875-50912e33cf54
dc.identifier.otherScopus: 85020311526
dc.identifier.urihttp://hdl.handle.net/2164/11593
dc.format.extent15en
dc.language.isoeng
dc.relation.ispartofProfessional Development in Educationen
dc.rightsThis is an Accepted Manuscript of an article published by Taylor & Francis in Professional Development in Education on 07/06/2017, available online: http://www.tandfonline.com/10.1080/19415257.2017.1331933.en
dc.subjectChildhood practiceen
dc.subjectcontinuous professional developmenten
dc.subjectcritical reflectionen
dc.subjectleadership skillsen
dc.subjectwork-based practiceen
dc.subjectL Education (General)en
dc.subject.lccL1en
dc.titleEvidence of quality professional development : a study in childhood practiceen
dc.typeJournal articleen
dc.contributor.institutionUniversity of Aberdeen, Initial Teacher Education (ITE)en
dc.contributor.institutionUniversity of Aberdeen, Educationen
dc.description.statusPeer revieweden
dc.description.versionPostprinten
dc.identifier.doihttps://doi.org/10.1080/19415257.2017.1331933
dc.date.embargoedUntil07-12-20


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