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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