A Narrative Account of a Teacher Community

Autor/in	Moate, Josephine
Titel	A Narrative Account of a Teacher Community
Quelle	In: Teacher Development, 18 (2014) 3, S.384-402 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-5120
DOI	10.1080/13664530.2014.931294
Schlagwörter	Communities of Practice; Teacher Collaboration; Elementary School Teachers; Secondary School Teachers; Foreign Countries; Thematic Approach; Preschool Teachers; Teacher Attitudes; Innovation; Meetings; Teaching Methods; Finland + Suchen Sie Ihr Suchwort? Community; Lehrerkooperation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Themenzentrierter Unterricht; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Meeting; Tagung; Teaching method; Lehrmethode; Unterrichtsmethode; Finnland
Abstract	This narrative account draws on dialogic approaches to education to critically reflect on teachers' expressed pedagogic thinking in community. The context for the study is a teacher community in Central Finland comprising teachers from pre-primary to upper secondary contexts. The shared interest of the community is in the foreign-language mediation of education. The data were collected over a period of one and a half years and primarily consisted of teacher-produced notes from community sessions. These data were thematically analysed using a theory-driven approach. The key findings underline the value of pedagogic relationships between teacher-colleagues to support enriched critical understanding of pedagogy. This research suggests the importance of mutual pedagogic relationships to support teacher development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10