Skip to main content
padlock icon - secure page this page is secure

Interrupting situated practices: critical incidents in international partnerships

Buy Article:

$54.00 + tax (Refund Policy)

This paper examines the initial steps of an internationally funded project focused on enhancing teachers’ conceptual and pedagogical knowledge of literacy development in the Western Cape of South Africa. We asked what are the tensions and breakthroughs when engaged in international teacher professional development? Four lines of inquiry support this work: internationalization and production of knowledge, professional development structures, communities of practice, and ethic of care. Resulting themes included initial barriers, localized professional development, and enhancing teacher capacity for change. To explain the themes, we identified four critical incidents. This study has potential to inform the international community of new directions for teacher learning.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Keywords: Teacher development; critical incidents; international contexts; international partnership; literacy

Document Type: Research Article

Affiliations: 1: Early Childhood and Elementary Education, University of Louisville, Louisville, KY, USA 2: Middle and Secondary Education Department, Georgia State University, Atlanta, GA, USA

Publication date: March 15, 2018

  • 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
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