Teachers Learning in Communities

International Perspectives


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Collaborative learning
A Mutual Process of Knowledge Construction of Both Individual and the Group
Pages: 61–74
A cultural-ecological edge:
A Model for a Collaborative Community of Practice
Pages: 99–111
A socio-cultural approach to the design of a virtual practicum
An Alternative Model of Field Experience in Pre-Service Teacher Education
Pages: 165–187
Mentoring teaching of mathematics
The Importance of Shared Focus of Attention
Pages: 189–204
Building a collaborating community
The role of language in teachers and researchers’ cooperation on improving teaching in mathematics
Pages: 219–239
Teachers Learning in Communities is about teacher educators by those brave enough to make their professional learning public. The authors reveal the complexities of their participation in school/university partnerships and their relationships with teachers. Here practice informs theory, greatly expanding our knowledge and understanding of these important communities.
Ann Lieberman, Senior Scholar at the Carnegie Foundation for the Advancement of Teaching.
Teachers Learning in Communities is full of exciting success stories about rare and exotic teacher education episodes played out on the margins of the convention-bound large-scale teacher education enterprise. The chapter authors are earnest but sometimes ambivalent parolees from the frustrating drudgery of traditional labor-intensive, top-down teacher education programs. Their stories are implicitly critical of approaches to teacher preparation judged to be out of touch with the realities of contemporary public education, whether in Norway or Israel, England or the USA, Sweden or the Netherlands.
From the Epilogue Teachers in the Margins by Christopher M. Clark, University of Delaware, USA
Educational Researchers and their students
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