|
|
|
 Inside Teacher Community: Representations of Classroom Practice by Judith Warren Little — 2003Researchers 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.
To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
|
|
|
- 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).
|
|
|
|
|
Executive Summary
Full Text in PDF Format
Email this article
Print this article
Post a Comment
