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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
Shulman, Lee S.
Shulman, Judith H.
Date
2009
In publication
Journal of Education
Volume
189
Issue
1-2
Pages
1-8
Resource type
en Research/Scholarly Media
Resource status/form
en Published Text
Scholarship genre
en Empirical
Language
en
Open access/full-text available
en No
Peer reviewed
en Yes
ISSN
0022-0574
DOI
10.1177/0022057409189001-202
URL
Official Publisher's Webpage (SAGE Journals)
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
Cited in
Model Variation in Inquiry Processes
Item sets
Handbook Chapter 15 Citations

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