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dc.contributor.authorShavard, Galina
dc.date.accessioned2022-06-10T13:33:44Z
dc.date.available2022-06-10T13:33:44Z
dc.date.created2021-04-09T12:57:06Z
dc.date.issued2021-01-25
dc.identifier.citationProfessional Development in Education. 2021, 1-13.en_US
dc.identifier.issn1941-5257
dc.identifier.issn1941-5265
dc.identifier.urihttps://hdl.handle.net/11250/2998341
dc.description.abstractResearch has extensively linked teacher collaborative work with opportunities for both explicit and implicit professional development. However, while teachers work together more often than before, little is known about how workplace collaborative contexts are structured in terms of who and how frames the problems of practice. Drawing on an ethnographically inspired case study, this article examines three common collaborative contexts and discusses how and why different ways of structuring them through problem framing mattered for professional development. The findings reveal that the context intended for school improvement offered only incidental opportunities for teachers to engage in problem framing. The ‘work works’ question was central in structuring the contexts intended for professional development and often acted as a limiting frame. In contrast, teachers’ work with student cases involved broader opportunities for explorative problem framing. The analysis emphasises the role of framing questions in structuring teacher collaborative work.en_US
dc.language.isoengen_US
dc.publisherRoutledgeen_US
dc.relation.ispartofseriesProfessional Development in Education;
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.subjectProfessional developmenten_US
dc.subjectTeacher collaborationen_US
dc.subjectFrame analysesen_US
dc.titleFrom school improvement to student cases: teacher collaborative work as a context for professional developmenten_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2021 The Author(s)en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doihttps://doi.org/10.1080/19415257.2021.1879216
dc.identifier.cristin1903215
dc.source.journalProfessional Development in Educationen_US
dc.source.pagenumber1-13en_US


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal