Literaturnachweis - Detailanzeige
| Autor/in | Imants, Jeroen |
|---|---|
| Titel | Restructuring Schools as a Context for Teacher Learning |
| Quelle | In: International Journal of Educational Research, 37 (2002) 8, S.715-732 (18 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0883-0355 |
| DOI | 10.1016/S0883-0355(03)00067-3 |
| Schlagwörter | School Restructuring; Elementary Education; Educational Change; Teaching Methods; Professional Development; Foreign Countries; Instructional Innovation; Feedback (Response); Teacher Collaboration; Educational Strategies; Educational Practices; Teacher Improvement; Reflective Teaching; Netherlands |
| Abstract | The two questions in this chapter are whether school restructuring promotes or constrains the professional development of teachers and which mechanisms for workplace learning appear to enhance the capacity of teachers to critically interpret educational reforms. To answer the first question, the implementation of structural changes and instructional innovations as part of the inclusion reform in Dutch elementary education was analyzed with special attention to the utilization of learning opportunities by the teachers. The second question is answered by analyzing the potential of two mechanisms, especially feedback and collaboration, to promote teacher workplace learning and systematic reflection. The study of communities of practice in schools will be put forward as a promising approach to extend our knowledge of teacher workplace learning and the interpretations of teachers of educational reforms. (Author). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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