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What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning?

Abstract

In this article from the current issue of Educational Researcher, authors Ralph T. Putnam and Hilda Borko exlore the interaction between situated learning theories and teacher learning. The article discusses how current cognitive research on learning can help teacher educators improve professional development and teacher learning.

NOTE: This resource is published on the SAGE Journals 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 SAGE Journals with the appropriate membership or purchase this article.

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