Samanjasya Staff Development: Adaptive Praxis through Building on Teacher Context and Knowledge

Autor/inn/en	Bathina, Jyothi; DeVoogd, Glenn L.
Titel	Samanjasya Staff Development: Adaptive Praxis through Building on Teacher Context and Knowledge
Quelle	In: International Education, 41 (2011) 1, S.42-58 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0160-5429
Schlagwörter	Qualitative Research; Teaching Methods; Expertise; Workshops; Praxis; Inservice Teacher Education; Knowledge Base for Teaching; Critical Literacy; Reflection; Foreign Countries; Cooperative Learning; Teacher Attitudes; Student Attitudes; Interviews; Institutes (Training Programs); India + Suchen Sie Ihr Suchwort? Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Expert appraisal; Lernwerkstatt; Schulung; Lehrerfortbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Kritisches Lesen; Ausland; Kooperatives Lernen; Lehrerverhalten; Schülerverhalten; Interviewing; Interviewtechnik; Sommerakademie; Indien
Abstract	In typical short-term teacher development workshops, experts model instructional practices for teachers so that teachers can then adapt the model to their own situation. Such workshops are often ineffective because of the lack of adjustment before modeling and the overreliance on teacher adaptation of existing practices. In this article, we argue for an alternative form of short term in-service called adaptive praxis, or more appropriately samanjasya, in which in-service providers and local teachers come to a harmonious agreement that is beneficial to all. The core principles of samanjasya are demonstrated in this narrative description of our qualitative study. (Contains 1 table.) (As Provided).
Anmerkungen	College of Education, Health, and Human Sciences, University of Tennessee, Knoxville. 420 Claxton Complex, 1126 Volunteer Boulevard, Knoxville, TN 37996. Tel: 865-974-9505; Web site: http://cehhs.utk.edu/publications/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10