Interrupting Situated Practices: Critical Incidents in International Partnerships

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01