Literaturnachweis - Detailanzeige
| Autor/in | Phillips, Michael |
|---|---|
| Titel | Workplace Learning, Policy and Practice: Connecting Community, Practice and Teachers' Identities |
| Quelle | (2016), (42 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Workplace Learning; Educational Policy; Educational Practices; Professional Identity; Learning Theories; Communities of Practice; Pedagogical Content Knowledge; Technological Literacy |
| Abstract | This chapter focuses on situated learning theories, specifically a critique of Wenger's (Communities of practice. Learning, meaning and identity. Cambridge University Press, Cambridge, 1998) notion of 'communities of practice'. The review of literature associated with communities of practice highlights the complexity of this framework but concludes, through a review of other workplace learning literature, that communities of practice is a suitable lens through which the context of in-service teachers' TPACK can be explored. [For the complete volume, "Digital Technology, Schools and Teachers' Workplace Learning: Policy, Practice and Identity," see ED573988.] (As Provided). |
| Anmerkungen | Palgrave Macmillan. Available from: Springer Nature. One New York Plaza, Suite 4600 New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: https://www.springer.com/gp/education-language |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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