The Day-to-Day Work of Primary School Teachers: A Source of Professional Learning

Autor/in	Ambler, Trudy Belinda
Titel	The Day-to-Day Work of Primary School Teachers: A Source of Professional Learning
Quelle	In: Professional Development in Education, 42 (2016) 2, S.276-289 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2014.998343
Schlagwörter	Professional Development; Academic Achievement; Elementary School Teachers; Foreign Countries; Research Projects; Interviews; Personal Narratives; Communities of Practice; Elementary Schools; Australia + Suchen Sie Ihr Suchwort? Schulleistung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Forschungsvorhaben; Interviewing; Interviewtechnik; Erlebniserzählung; Community; Australien
Abstract	Teachers are an important influence on students' learning, and therefore the opportunity for teachers to learn and develop is something of interest to educators internationally. This article reports on a research project involving six primary school teachers who participated in one-on-one and small group interviews to explore the opportunities for professional learning bound up in their daily work in classrooms. The findings highlight that teachers' day-to-day stories are a source of professional learning. These stories are uniquely contextualised within diverse classrooms and schools. When teachers tell a story they use narrative to capture and structure their experiences, describe the specific details of the teaching situation and explain the reasons behind the actions and decisions taken during practice. What teachers learn from interpreting their narratives is as varied and infinite as the experiences from which they are created. The way the everyday is organised and interpreted by teachers in schools and classrooms is something to which policy-makers and school administrators should be very attentive because it can make a positive difference to both student and teacher learning. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01