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How Do Teachers Manage to Teach? Perspectives on Problems in Practice

Item

Title
How Do Teachers Manage to Teach? Perspectives on Problems in Practice
Abstract/Description
The author is a scholar of teaching practice and also an elementary mathematics teacher. Her work, like that of her colleagues at the Institute for Research on Teaching, focuses on teaching practice from the point of view of the practitioner. Here, in two case studies, she views the teacher as dilemma manager, a broker of contradictory interests, who "builds a working identity that is constructively ambiguous." To emphasize her conviction that teaching work is deeply personal, the author makes herself the subject of one of these studies. She concludes with an examination of how her view contrasts with prevalent academic images of teachers' work.
Author/creator
Lampert, Magdalene
Date
2011
In publication
Harvard Educational Review
Volume
55
Issue
2
Pages
178-195
Resource type
en Research/Scholarly Media
Resource status/form
en Published Text
Scholarship genre
en Empirical
Open access/full-text available
en Yes
Peer reviewed
en Yes
ISSN
0017-8055
DOI
10.17763/haer.55.2.56142234616x4352
URL
Official Journal Webpage (Harvard Educational Review)
Open Access PDF (University of Michigan)
Citation
Lampert, M. (2011). How Do Teachers Manage to Teach? Perspectives on Problems in Practice. Harvard Educational Review, 55(2), 178–195. https://doi.org/10.17763/haer.55.2.56142234616x4352
Cited in
Democratizing Educational Innovation and Improvement: The Policy Contexts of Improvement Research in Education
Abbreviation
Harvard Educational Review
Item sets
Handbook Chapter 10 Citations

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