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ERIC Number: EJ863461
Record Type: Journal
Publication Date: 2009-Dec
Pages: 16
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-1941-5257
Back to Schooling: Challenging Implicit Routines and Change
Gorodetsky, Malka; Barak, Judith
Professional Development in Education, v35 n4 p585-600 Dec 2009
Engestrom and others have suggested that major barriers towards school change are rooted in the hidden, implicit aspects of daily school life that are taken for granted. These constitute the school's taken-for-granted routines, which mold teachers' affordances and constraints within the school, without their awareness. The present paper provides insight into the processes that afford the exposure of taken-for-granted school behavior and the emergence of alternative pedagogical context. It portrays the nature of a participative edge community that serves as a fertile ground for the initiation of such processes, and analyzes the change in the tools--boundary objects--that were instrumental in the emergence of teachers' professional development. This process of schooling conveys the intertwining nature of school change and professional development as complementary processes that form an inseparable duality. (Contains 4 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A