How and What Teachers Learn: A Shifting Perspective
Item
Title
How and What Teachers Learn: A Shifting Perspective
Abstract/Description
We explore our efforts to create a conceptual framework to describe and analyse the challenges around preparing teachers to create, sustain, and educate in a ?community of learners.? In particular, we offer a new frame for conceptualizing teacher learning and development within communities and contexts. This conception allows us to understand the variety of ways in which teachers respond in the process of learning to teach in the manner described by the ?Fostering a Community of Learners? (FCL) programme. The model illustrates the ongoing interaction among individual student and teacher learning, institutional or programme learning, and the characteristics of the policy environment critical to the success of theory-intensive reform efforts such as FCL.
Author/creator
Date
In publication
Volume
189
Issue
1-2
Pages
1-8
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
No
Peer reviewed
Yes
ISSN
0022-0574
Citation
Shulman, L. S., & Shulman, J. H. (2009). How and What Teachers Learn: A Shifting Perspective. Journal of Education, 189(1–2), 1–8. https://doi.org/10.1177/0022057409189001-202
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