Skip to main content

Learning from teaching: what's involved in the development of classroom practice?

Buy Article:

$47.50 plus tax (Refund Policy)

In this article, we draw from research on cognitive development, sociocultural learning, and organizational development to examine the key factors in teachers' professional learning. Our review of this literature suggests that looking at teachers' prior knowledge, the nature of their interactions, the representations they produce and use, and the contexts in which they operate can all help to explain how teachers learn about good practice and the roles that informal inquiries as well as more formal research can play in the process. We apply these ideas in an analysis of the development of one teacher's key insights while teaching English Language Learners during the first four years of her career.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Document Type: Research Article

Affiliations: 1: Columbia University, USA 2: Legislative Analysts Office, State of California, USA 3: Stanford University, USA

Publication date: 2005-11-01

More about this publication?
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
X
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more