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Shifting Accepted Routines of Practice

  • Kathleen Smith
Chapter
Part of the Self-Study of Teaching and Teacher Education Practices book series (STEP, volume 18)

Abstract

This chapter briefly reiterates some information included in earlier sections outlining how research approaches were designed and implemented to gather specific data which explored the structures and approaches that actively positioned teachers to become key decision makers about their own learning. This chapter specifically explores the approaches that enabled teachers to articulate their learning needs, determine the type of support their learning required and enabled them to determine how new thinking became evident in their professional practice.

Keywords

Professional Learning Teacher Learning Programme Session Programme Facilitator Digital Story 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

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  3. Loughran, J., & Berry, A. (Eds.). (2007). Looking into practice: Cases of science teaching and learning (Vol. 2). Melbourne: Monash Print services.Google Scholar
  4. Loughran, J., & Berry, A. (Eds.). (2008). Looking into practice: Cases of science teaching and learning (Vol. 3). Melbourne: Monash Print services.Google Scholar
  5. Shulman, L. S. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 3–36). New York/London: Collier Macmillan.Google Scholar
  6. Shulman, J. H. (1992). Case methods in teacher education. New York: Teachers College Press.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2017

Authors and Affiliations

  • Kathleen Smith
    • 1
  1. 1.Faculty of EducationMonash UniversityMelbourneAustralia

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