Identifying Context Factors as a Source for Teacher Professional Learning

Autor/inn/en	Koffeman, André; Snoek, Marco
Titel	Identifying Context Factors as a Source for Teacher Professional Learning
Quelle	In: Professional Development in Education, 45 (2019) 3, S.456-471 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2018.1557239
Schlagwörter	Faculty Development; Experienced Teachers; Learning Activities; Workplace Learning; Social Environment; Communities of Practice; Teacher Education; Educational Practices; Autobiographies + Suchen Sie Ihr Suchwort? Lernaktivität; Soziales Umfeld; Community; Lehrerausbildung; Lehrerbildung; Bildungspraxis; Autobiography; Autobiografie; Autobiographie
Abstract	Traditionally, teacher professional learning is often seen as something that mainly takes place in organized, formalized settings. This article takes a broader starting point: the idea that it can be understood as the result of the teachers' confrontations and interactions with and within their professional contexts, and that context can thus serve as a source for learning. To gain a closer understanding of the nature of these contexts, we start with exploring these contexts from a theoretical point of view. We then look for evidence for the role of different contexts in teacher learning autobiographies and learner reports, produced by a diverse group of experienced teachers (n = 18), as part of their course work in a master's programme. The findings suggest that three contexts can be identified -- a personal practice domain, a social domain, and a theoretical domain -- and that confrontations in each of these domains can take place planned as well as unplanned. The relevance of the study is that understanding the ways in which context can serve as a source for learning can contribute to the debate on how to stimulate teacher professional learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01