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ERIC Number: EJ872652
Record Type: Journal
Publication Date: 2010
Pages: 22
Abstractor: ERIC
Reference Count: 54
ISBN: N/A
ISSN: ISSN-0737-5328
Tools for the Study and Design of Collaborative Teacher Learning: The Affordances of Different Conceptions of Teacher Community and Activity Theory
Levine, Thomas H.
Teacher Education Quarterly, v37 n1 p109-130 Win 2010
Teacher educators need tools to help them think about teacher learning, to design activities and programs that foster it, and to assess the results of their work with preservice and in-service teachers. In this article, in order to improve the conceptual tools available for the design and study of teacher education, the author teases apart distinctions among several popular notions of teacher community, clarifying how each can make a distinct contribution to the research and practice of teacher development. The author also suggests how activity theory in general, and writing about third spaces in specific, might compliment the contributions and limitations of various notions of teacher community. (Contains 3 tables.)
Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A