Literaturnachweis - Detailanzeige
| Autor/inn/en | Hargreaves, Eleanore; Elhawary, Dalia |
|---|---|
| Titel | Exploring Collaborative Interaction and Self-Direction in Teacher Learning Teams: Case-Studies from a Middle-Income Country Analysed Using Vygotskian Theory |
| Quelle | In: Compare: A Journal of Comparative and International Education, 50 (2020) 1, S.71-89 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0305-7925 |
| DOI | 10.1080/03057925.2018.1502609 |
| Schlagwörter | Foreign Countries; Elementary School Teachers; Teacher Collaboration; Faculty Development; Economically Disadvantaged; Communities of Practice; Professional Autonomy; Learning Theories; Teacher Attitudes; Attitude Change; Goal Orientation; Egypt |
| Abstract | This article explores teachers' learning from a Vygotskian perspective, which emphasises collaborative interaction and self-direction. The article describes case-studies of three senior teachers in socio-economically disadvantaged Egyptian primary schools where collaboration and self-direction were systemically discouraged. It analyses how, through a teacher development intervention, the teachers learned to use collaborative interaction to support their own learning and felt more creative, authoritative and powerful after being guided to exercise self-direction. (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 |
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