| Summary: | Thesis (M.Ed.)--Memorial University of Newfoundland, 2000. Education Bibliography: leaves 160-170 The purpose of this study is to examine one person's professional growth from traditional, single-grade teaching to competent multi-age teaching with a view to determining some of the conditions that enabled the transition to take place. The study consists of a personal narrative in which the researcher reflects on a twenty-year career focusing on the changes in beliefs and practices over that span of time. The analysis of this narrative consists of an identification of recurring themes and patterns which appear to be indicators of the conditions necessary for professional growth and change, and a discussion of the implications of these themes and patterns for professional growth. The analysis of the narrative can provide a direction for other teachers who wish to examine their own beliefs and practices with a view to implementing multi-age continuous progress principles and practices.
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