Journal ArticleDOI
Discourse communities : a framework from which to consider professional development for rural teachers of science and mathematics
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TLDR
The authors explored aspects of professional development for teachers of science and mathematics in schools in rural Australia and identified a range of issues including tensions between government, school and individual professional learning priorities and their respective responsibilities.About:
This article is published in Teaching and Teacher Education.The article was published on 2011-07-01. It has received 31 citations till now. The article focuses on the topics: Professional studies & Professional development.read more
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In Defense of the Realm: The Departmentalization of School Knowledge@@@Realms of Knowledge: Academic Departments in Secondary Schools
TL;DR: The Invisibility of Departments Historical Background - From Realm to Realms The Departmental Plan The New Organisation of the High School Subject Divisions Specialist Divisions The Study Context and Design of the Study The Schools Oak Valley High School Rancho High School Highlander High School Boundaries and Barriers Boundary Strengths Breaking Barriers at Rancho Drawing Boundaries - Communication Cliques Social Worlds Looking for Community The Individuals Involved Departments as Social Worlds Different Kinds of Community Power and Politics Norms of Silence and Political Language Privileged Position of Academic Subjects Relative Privilege Among Academic S
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Teaching ‘out-of-field’ as a boundary-crossing event: factors shaping teacher identity
TL;DR: In this article, a qualitative pilot study using teacher interviews in 3 rural schools examined meanings, support mechanisms and teacher identities associated with out-of-field teaching, and a thematic analysis isolated factors influencing whether teachers self-assessed their practice and identities as out of field.
Journal ArticleDOI
Teaching transformation under centralized curriculum and teacher learning community: Two Chinese chemistry teachers' experiences in developing inquiry-based instruction☆
TL;DR: Li et al. as mentioned in this paper examined interview, document, and unit plan data from two high school chemistry teachers in China and found that both teachers developed different kinds of science teaching practices despite working under the centralized science curriculum and school-based teacher learning communities.
Journal ArticleDOI
How do teachers learn together? A study of school-based teacher learning in China from the perspective of organisational learning
Xiaolei Zhang,Jocelyn L. N. Wong +1 more
TL;DR: In this article, the influence of school-based approaches on in-service teacher learning and change has been examined, but the authors have seldom investigated teachers' job-embedded learning pro...
Dissertation
Exploring the possible: empowering english language teachers in provincial uruguay through blended learning
De Stefani,Sofia Magdalena +1 more
TL;DR: The role of blended learning as a tool for the professional empowerment of teachers of English as a foreign language in provincial and rural areas of Uruguay is explored in this article, where a three-year blended teacher development program designed to facilitate professional empowerment by integrating face-to-face and online learning opportunities is examined through Garrison, Anderson and Archer's (2000) Community of Inquiry framework as well as through Kumaravadivelu's (2001, 2006b) Postmethod parameters of particularity, practicality and possibility.
References
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Book
Situated Learning: Legitimate Peripheral Participation
Jeanne Lave,Etienne Wenger +1 more
TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
Book
Communities of Practice: Learning, Meaning, and Identity
TL;DR: Identity in practice, modes of belonging, participation and non-participation, and learning communities: a guide to understanding identity in practice.
Journal ArticleDOI
Those Who Understand: Knowledge Growth in Teaching
TL;DR: In this paper, Shulman observa la historia de evaluaciones docentes, noting that the evaluación docente parecia preocuparse tanto por los conocimientos, como el siglo anterior se preoccupaba por la pedagogia.
CONOCIMIENTO Y ENSEÑANZA: FUNDAMENTOS DE LA NUEVA REFORMA 1 Knowledge and Teaching: Foundations of the New Reform
TL;DR: Lee S. Shulman as mentioned in this paper builds his foundation for teachi ng reform on an idea of teaching that emphasizes comprension and reasoning, transformation and reflection, and argues that this emphasis is justified by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past.
Journal ArticleDOI
Knowledge and Teaching: Foundations of the New Reform
TL;DR: Lee S. Shulman as mentioned in this paper builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes,...