6,566
Views
172
CrossRef citations to date
0
Altmetric
Original Articles

What is teacher learning? A socio‐cultural perspective

Pages 505-519 | Published online: 20 Nov 2006

References

  • Anderson , J. 1983 . The architecture of cognition , Cambridge, MA : Harvard University Press .
  • Billett , S. 2001 . Knowing in practice: re‐conceptualising vocational expertise . Learning and Instruction , 11 (6) : 431 – 452 .
  • Burchell , H. , Dyson , J. and Rees , M. 2002 . Making a difference: a study of impact of Continuing Professional Development on professional practice . Journal of In‐Service Education , 28 (2) : 203 – 218 .
  • Chambers , P. 2001 . Evaluating the impact of Continuing Professional Development: the professional dissertation in lifelong learning . Journal of In‐Service Education , 27 (1) : 123 – 142 .
  • Chi , M. , Feltovich , P. and Glaser , R. 1981 . Categorisation and representation of physics problems by experts and novices . Cognitive Science , 5 : 121 – 152 .
  • Davies , R. and Preston , M. 2002 . An evaluation of the impact of Continuing Professional Development on personal and professional lives . Journal of In‐Service Education , 28 (2) : 219 – 230 .
  • Day , C. , Stobart , G. , Sammons , P. , Hadfield , M. and Kington , A. . Profiling variations in teachers’ work, lives and effectiveness: The VITAE Project . paper presented to the British Educational Research Association Conference . September , Manchester.
  • Desforges , C. 1995 . “ Learning out of school ” . In An introduction to teaching: psychological perspectives , Edited by: Desforges , C. 93 – 112 . Oxford : Blackwell .
  • Department of Education and Science (DES) . 1989a . English in the National Curriculum , London : HMSO .
  • Department of Education and Science (DES) . 1989b . Mathematics in the National Curriculum , London : HMSO .
  • Department for Education and Employment (DfEE) . 2001 . Best practice research scholarships , Nottingham : DfEE Publications . Ref: DfEE 0117/2001
  • Department for Education and Skills (DfES) . 2001 . CPD strategy , Nottingham : DfEE Publications . Ref: DfES 0679/2001
  • Department for Education and Skills (DfES) . 2002 . Best practice research scholarships , Nottingham : DfEE Publications . Ref: DfES 0004/2002
  • Dunscombe , R. and Armour , K. 2004 . Collaborative professional learning: from theory to practice . Journal of In‐Service Education , 30 (1) : 141 – 166 .
  • Elliot , J. 1991 . Action research for educational change , Milton Keynes : Open University Press .
  • Evans , L. 2002 . What constitutes teacher development? . Oxford Review of Education , 28 (1) : 123 – 137 .
  • Ferretti , R. , Butterfield , E. , Cahn , A. and Kerkman , D. 1985 . The classification of children’s knowledge: development on the balance scale and inclined‐plane problems . Journal of Experimental Child Psychology , 39 : 131 – 160 .
  • Glover , D. and Law , S. 1996 . Managing professional development in education , London : Kogan Page .
  • Halsall , R. , ed. 1998 . Teacher research and school improvement , Milton Keynes : Open University Press .
  • Hoban , G. and Erickson , G. 2004 . Dimensions of learning for long‐term professional development: comparing approaches from education, business and medical contexts . Journal of In‐Service Education , 30 (2) : 301 – 324 .
  • Hutchins , E. 1995 . Cognition in the wild , Cambridge, MA : MIT Press .
  • Larkin , J. , Mcdermott , J. , Simon , D. and Simon , H. 1980 . Expert and novice performance in solving physics problems . Science , 208 : 1335 – 1342 .
  • Lave , J. 1991 . “ Situated learning in communities of practice ” . In Perspectives on socially shared cognition , Edited by: Resnick , L. , Levine , J. and Teasley , S. 63 – 82 . Washington, DC : American Psychological Association .
  • Lave , J. 1993 . “ The practice of learning ” . In Understanding practice: perspectives on activity and context , Edited by: Chaiklin , S. and Lave , J. 3 – 32 . Cambridge : Cambridge University Press .
  • Lave , J. and Wenger , E. 1991 . Situated learning—legitimate peripheral participation , Cambridge : Cambridge University Press .
  • Lyle , S. 2003 . An investigation into the impact of a continuing professional development programme designed to support the development of teachers as researchers in South Wales . Journal of In‐Service Education , 29 (2) : 295 – 313 .
  • Patrick , F. , Forde , C. and McPhee , A. 2003 . Challenging the ‘New Professionalism’: from managerialism to pedagogy . Journal of In‐Service Education , 29 (2) : 237 – 254 .
  • Pea , R. 1993 . Learning scientific concepts through material and social activities: conversational analysis meets conceptual change . Educational Psychologist , 28 (3) : 265 – 277 .
  • Poulson , L. , Avramidis , E. , Fox , R. , Medwell , J. and Wray , D. 2001 . The theoretical beliefs of effective teachers of literacy in primary schools: an exploratory study of orientations to reading and writing . Research Papers in Education , 16 (3) : 271 – 292 .
  • Resnick , L. 1989 . “ Introduction ” . In Knowing, learning and instruction , Edited by: Resnick , L. Hillsdale, NJ : Erlbaum . (1989)
  • Schön , D. 1983 . The reflective practitioner: how professionals think in action , New York : Basic .
  • Schön , D. 1987 . Educating the reflective practitioner , San Francisco : Jossey‐Bass .
  • Stenhouse , L. 1971 . The Humanities Curriculum Project: the rationale . Theory into Practice , 10 : 154 – 162 .
  • Stenhouse , L. 1975 . An introduction to curriculum research and development , London : Heinemann .
  • Sternberg , R. J. and Horvath , J. A. 1999 . Tacit knowledge in professional practice , London : Lawrence Erlbaum .
  • Verloop , N. , Van Driel , J. and Meijer , P. 2001 . Teacher knowledge and the knowledge base of teaching . Teacher Professionalism, International Journal of Educational Research , 35 (5) : 441 – 461 . N. Verloop (Ed.)
  • Wells , G. 2000 . “ Dialogic inquiry in the classroom: building on the legacy of Vygotsky ” . In Vygotskian perspectives on literacy research , Edited by: Lee , C. and Smagorinsky , P. New York : Cambridge University Press .
  • Wenger , E. 1987 . Artificial intelligence and tutoring systems: computational and cognitive approaches to the communication of knowledge , San Francisco : Morgan Kaufmann .
  • Wenger , E. 1998 . Communities of practice: learning, meaning and identity , New York : Cambridge University Press .
  • Wheeler , S. , Kelly , P. and Gale , K. 2005 . The influence of online problem‐based learning on teachers’ professional practice and identity . ALT‐J, Research in Learning Technology , 13 : 125 – 137 .
  • Woods , P. and Jeffrey , B. 2002 . The reconstruction of primary teachers’ identities . British Journal of Sociology of Education , 23 (1) : 89 – 106 .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.