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Teachers’ Accounts of Classroom Experience as a Resource for Professional Learning and Instructional Decision Making


by Judith Warren Little — 2007

Accounts of teaching experience punctuate teachers’ talk with one another in a range of workplace contexts: in staffroom or hallway encounters, regularly scheduled meetings of one sort or another, professional development events, and increasingly, activities focused on reviews of school assessment data or samples of student work. Such accounts, whether in the form of passing references or extended narratives, form a pervasive feature of professional interaction. Yet in studies that now span several decades, scholars offer quite mixed assessments of them: what they convey of teachers’ knowledge; what they signify regarding teachers’ beliefs about and dispositions toward students, parents, and colleagues; how they function in shaping or changing the norms of professional discourse; and what they offer as resources for problem solving and innovation.


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This article originally appeared as NSSE Yearbook Vol 106. No. 1.


Cite This Article as: Teachers College Record Volume 109 Number 13, 2007, p. 217-240
http://www.tcrecord.org ID Number: 18518, Date Accessed: 10/16/2017 10:10:13 PM

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About the Author
  • Judith Little
    University of California, Berkeley
    E-mail Author
    JUDITY WARREN LITTLE is the Carol Liu Professor of Education Policy in the Graduate School of Education at the University of California, Berkeley. Her research and teaching focus on organizational and policy contexts of teaching and professional development.
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