Literaturnachweis - Detailanzeige
| Autor/inn/en | Levine, Thomas H.; Marcus, Alan S. |
|---|---|
| Titel | How the Structure and Focus of Teachers' Collaborative Activities Facilitate and Constrain Teacher Learning |
| Quelle | In: Teaching and Teacher Education: An International Journal of Research and Studies, 26 (2010) 3, S.389-398 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0742-051X |
| DOI | 10.1016/j.tate.2009.03.001 |
| Schlagwörter | Teacher Collaboration; Instructional Improvement; Professional Development; Teaching Methods; Educational Practices; Best Practices; Class Activities; Collegiality; Communities of Practice; Group Structure; Performance Factors; Observation; Interaction Process Analysis |
| Abstract | What kinds of teacher collaboration are most likely to improve what teachers--and, ultimately, students--learn during their time in school? This study looks within and across different collaborative activities that occurred among one teacher team. Observational data analyzed through a sociocultural theoretical framework suggest how the structure and intended focus of collaborative activity can influence (1) how often and how concretely teachers discuss their teaching with colleagues; (2) which aspects of schooling collaboration will address; and (3) what opportunities for teacher learning are afforded and constrained. Intentionally focusing and structuring teachers' collaborative activity can improve its impact on schooling. (Contains 4 tables and 1 figure.) (As Provided). |
| 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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