Material Detail

Situating Teachers - Instructional Practices in the Institutional Setting of the School and District

Situating Teachers - Instructional Practices in the Institutional Setting of the School and District

This article uses an analytic approach that seeks to challenge the dichotomy between the organizational features of schools, and the role of professional development in supporting teachers and learning. According to the authors, faculty become members of a community of practice when they share concerns about teaching and learning. The notion of a community of practice as developed by Wenger (1998) discusses three interrelated dimensions that serve to characterize a community of practice: A joint enterprise. In the case of a professional teaching community, the joint enterprise might be that of ensuring that students come to understand central ideas. Mutual relationships. In the case of a professional teaching community, these relationships encompass general norms of participation as well as... Show More

Quality

  • Editor Reviews
  • User Rating
  • Comments
  • Learning Exercises
  • Bookmark Collection (1) Bookmark Collections
  • Course ePortfolios
  • Accessibility Info

More about this material

Comments

Log in to participate in the discussions or sign up if you are not already a MERLOT member.
hidden