Socio-Cultural Development Approach to Investigate Teacher Learning across Two Contexts

Dados Bibliográficos

ID22046587
AutoresHee-jeong Kim (0000-0003-4558-7936, Hongik University, autor correspondente)
Ano2021
Volume11
Fascículo2
Páginas37
Data de publicação2021-01-21
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducation Sciences (JOURNAL)
Identificadores do periódicoISSN: 2227-7102 • E-ISSN: 2227-7102
EditoraMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci11020037
OpenAlexW3125246975
IdiomaEN
Citações recebidas1
Referências citadas26

Teacher professional learning occurs across various contexts. Previous studies on teacher learning and changes in practice have focused on either classroom contexts or learning communities outside of school, but have rarely investigated teacher learning across multiple contexts. Investigating teacher learning across the double contexts of classroom and learning community has presented methodological challenges. In response, this paper proposes the suitability of adopting a socio-cultural development framework to further the analytical approach to such challenges. Using the framework, this paper considers the case study of a middle school mathematics teacher who resolved a problem of teaching practice through interacting with other members of the community of practice where they build shared goals and knowledge. This paper contributes to the field by expanding the scope of research on teacher learning across these two contexts, in which problem of practice becomes conceptual resources that the teacher uses in her teaching practice

Community of practice · Faculty Development · Learning community · Mathematics education · Pedagogy · Professional development · Professional learning community · Teacher education · Computer Science · Education and Technology Integration · Mathematics Education and Teaching Techniques · Psychology · Teacher Education and Leadership Studies