This thesis examined the effects of contemporary equity policies and accountability cultures on new teachers' learning. It found that teachers' knowledge and identity formations are not simply sequential. Teachers use multiple sources of knowledge in complex ways. These findings have implications for teacher education and teachers' working towards equity
Notes
Submitted to the School of Education of the Faculty of Education, Deakin University
Degree conferred 2008
Thesis (Ph.D.)--Deakin University, Victoria, 2007
Bibliography
Includes bibliographical references (leaves 234-249)
