Literaturnachweis - Detailanzeige
Autor/inn/en | Flint, Amy Seely; Albers, Peggy; Matthews, Mona |
---|---|
Titel | Interrupting Situated Practices: Critical Incidents in International Partnerships |
Quelle | In: Teacher Development, 22 (2018) 2, S.281-302 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1366-4530 |
DOI | 10.1080/13664530.2017.1363082 |
Schlagwörter | Partnerships in Education; Critical Incidents Method; International Cooperation; Pedagogical Content Knowledge; Teacher Attitudes; Barriers; Performance Factors; Communities of Practice; Scholarship; Qualitative Research; Elementary School Teachers; Interviews; Video Technology; Transcripts (Written Records); Teacher Workshops; Intercultural Communication; International Educational Exchange; Foreign Countries; Faculty Development; South Africa Hochschulpartnerschaft; Internationale Kooperation; Internationale Zusammenarbeit; Pädagogische Kompetenz; Lehrerverhalten; Leistungsindikator; Community; Scholarships; Stipendium; Qualitative Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Interkulturelle Kommunikation; Internationaler Austausch; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik |
Abstract | This paper examines the initial steps of an internationally funded project focused on enhancing teachers' conceptual and pedagogical knowledge of literacy development in the Western Cape of South Africa. We asked what are the tensions and breakthroughs when engaged in international teacher professional development? Four lines of inquiry support this work: internationalization and production of knowledge, professional development structures, communities of practice, and ethic of care. Resulting themes included initial barriers, localized professional development, and enhancing teacher capacity for change. To explain the themes, we identified four critical incidents. This study has potential to inform the international community of new directions for teacher learning. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |