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Inside Teacher Community: Representations of Classroom Practice


by Judith Warren Little — 2003

Researchers posit that conditions for improving teaching and learning are strengthened when teachers collectively question ineffective teaching routines, examine new conceptions of teaching and learning, find generative means to acknowledge and respond to difference and conflict, and engage actively in supporting one another's professional growth. Yet relatively little research examines the specific interactions and dynamics by which professional community constitutes a resource for teacher learning and innovations in teaching practice. In particular, few studies go "inside teacher community" to focus closely on the teacher development opportunities and possibilities that reside within ordinary daily work. This paper draws on intensive case studies of teacher knowledge, practice, and learning among teachers of mathematics and English in two high schools to take up the problem of how classroom teaching practice comes to be known, shared, and developed among teachers through their out-of-classroom interactions.


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Cite This Article as: Teachers College Record Volume 105 Number 6, 2003, p. 913-945
http://www.tcrecord.org ID Number: 11544, Date Accessed: 10/22/2017 8:42:54 PM

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About the Author
  • Judith Little
    University of California, Berkeley
    E-mail Author
    JUDITH WARREN LITTLE is a professor at the Graduate School of Education, University of California, Berkeley. Her research focuses on teachers’ work, the contexts of teaching, and policies and practices of professional development. Among her recent publications are ‘‘Locating Learning in Teachers’ Professional Community: Opening Up Problems of Analysis in Records of Everyday Work,’’ Teaching and Teacher Education, 18(8), 917–946, and ‘‘Career and Commitment in the Context of Comprehensive School Reform,’’ Teachers and Teaching: Theory and Practice, 8(3), 345–354 (with Lora Bartlett).
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