International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Clayton Christine D.
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This study aimed to explore how a professional development cohort functions as a resource for new teacher support. The authors analyzed the data by using Wenger’s (1998) Communities of Practice social learning framework. The authors analyzed observation field notes of a single cohort which documented by the second author during one school year. The findings reveal three key insights for relating Wenger’s theory particularly to new and alternatively certified teachers in urban group induction experiences.
Published: 2011
Updated: Sep. 12, 2012
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This qualitative case study describes a university-based professional development program, which created an opportunity to examine three critical areas in education: management of relationships, curricular ownership, and the sources of classroom knowledge. Findings indicate that practical risk taking precede conceptual changes in teachers' thinking about the curriculum and current views regarding accountability.
Published: 2007
Updated: Jan. 07, 2008