Tools for the Study and Design of Collaborative Teacher Learning: The Affordances of Different Conceptions of Teacher Community and Activity TheoryReportar como inadecuado




Tools for the Study and Design of Collaborative Teacher Learning: The Affordances of Different Conceptions of Teacher Community and Activity Theory - Descarga este documento en PDF. Documentación en PDF para descargar gratis. Disponible también para leer online.



Teacher Education Quarterly, v37 n1 p109-130 Win 2010

Teacher educators need tools to help them think about teacher learning, to design activities and programs that foster it, and to assess the results of their work with preservice and in-service teachers. In this article, in order to improve the conceptual tools available for the design and study of teacher education, the author teases apart distinctions among several popular notions of teacher community, clarifying how each can make a distinct contribution to the research and practice of teacher development. The author also suggests how activity theory in general, and writing about third spaces in specific, might compliment the contributions and limitations of various notions of teacher community. (Contains 3 tables.)

Descriptors: Teacher Collaboration, Teacher Educators, Educational Research, Research Methodology, Educational Theories, Communities of Practice, Collegiality, Inquiry, Preservice Teacher Education, Inservice Teacher Education, Teacher Education Curriculum, Professional Development, Constructivism (Learning), Learning Processes, Learning Strategies, Learning Theories, Educational Philosophy, Epistemology

Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap[at]aol.com; Web site: http://www.caddogap.com





Autor: Levine, Thomas H.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4265&id=EJ872652



DESCARGAR PDF




Documentos relacionados