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Inside Teacher Community: Representations of Classroom Practice

Abstract

"Researchers posit that conditions for improving teaching and learning are strengthened when teachers collectively question ineffective teaching routines, examine new conceptions of teaching and learning, find generative means to acknowledge and respond to difference and conflict, and engage actively in supporting one another's professional growth. Yet relatively little research examines the specific interactions and dynamics by which professional community constitutes a resource for teacher learning and innovations in teaching practice. In particular, few studies go "inside teacher community" to focus closely on the teacher development opportunities and possibilities that reside within ordinary daily work. This paper draws on intensive case studies of teacher knowledge, practice, and learning among teachers of mathematics and English in two high schools to take up the problem of how classroom teaching practice comes to be known, shared, and developed among teachers through their out-of-classroom interactions."

NOTE: This resource is published on the Teachers College Record web site. The link above will take you to an abstract page. To view the full-text for this article, you will need to either sign-in to Teachers College Record with the appropriate membership or purchase this article.

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