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Teacher Development
An international journal of teachers' professional development
Volume 18, 2014 - Issue 3
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Articles

A narrative account of a teacher community

Pages 384-402 | Received 05 Nov 2011, Accepted 10 Apr 2013, Published online: 20 Jun 2014
 

Abstract

This narrative account draws on dialogic approaches to education to critically reflect on teachers’ expressed pedagogic thinking in community. The context for the study is a teacher community in Central Finland comprising teachers from pre-primary to upper secondary contexts. The shared interest of the community is in the foreign-language mediation of education. The data were collected over a period of one and a half years and primarily consisted of teacher-produced notes from community sessions. These data were thematically analysed using a theory-driven approach. The key findings underline the value of pedagogic relationships between teacher-colleagues to support enriched critical understanding of pedagogy. This research suggests the importance of mutual pedagogic relationships to support teacher development.

Acknowledgements

My grateful thanks to the teacher-participants.

Notes

1. This was the CLIL Fusion Conference held in Tallinn, October 2008.

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