ERIC Number: EJ778997
Record Type: Journal
Publication Date: 2002
Reference Count: 0
Situating Teacher Development: The View from Two Teachers' Perspectives
Sawyer, Richard D.
International Journal of Educational Research, v37 n8 p733-753 2002
Using a narrative inquiry methodology, this 10-year study examined the situated nature of two teachers' development. Research questions examined how the teachers situated their own learning, how they developed discourse communities for teaching and learning, and how they used tools in their work. Findings suggest that the following elements of situational learning were central to their development: questions that they drew from their practice; a balance between autonomy and collaboration found in peer collaboration focused on questions drawn from practice; the use of language and inclusion of new perspectives within discourse communities; improvisation and experimentation in practice, and support from administrators. A striking finding was that these teachers' practice developed among multiple and sometimes contradictory pathways.
Descriptors: Language Usage, Discourse Communities, Cooperation, Professional Development, Teacher Certification, Professional Autonomy, Teacher Attitudes, Teaching Methods, Teacher Administrator Relationship
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A