Literaturnachweis - Detailanzeige
| Autor/inn/en | Hardy, Ian; Edwards-Groves, Christine |
|---|---|
| Titel | Historicising Teachers' Learning: A Case Study of Productive Professional Practice |
| Quelle | In: Teachers and Teaching: Theory and Practice, 22 (2016) 5, S.538-552 (15 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1354-0602 |
| DOI | 10.1080/13540602.2016.1158463 |
| Schlagwörter | Foreign Countries; Teacher Education; Professional Development; School Districts; Educational Practices; Case Studies; Prior Learning; Ecological Factors; Rural Schools; Learning Processes; Semi Structured Interviews; Australia |
| Abstract | This paper reveals the significant historical traces which informed the learning practices of teachers at one particular school site in a rural and regional educational district in Australia. Drawing upon recent theorising into professional practice, the paper argues that teacher learning practices are intrinsically "ecologically" related to teachers' practices at specific sites. However, extending beyond this theorising, the research also reveals how teacher learning--in the case presented, in relation to classroom dialogue--is also significantly influenced by earlier learning experiences of the teachers involved. In this way, teachers' practices are revealed as not only influenced by present-day, site-specific, whole-school teacher learning, but also by particular events encountered by teachers at an earlier phase of their careers. The research argues for a conception of teachers' learning which is not only site-informed and ecologically arranged, but also deeply temporally embedded. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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