Titlebook: Exploring Education and Professional Practice; Through the Lens of Kathleen Mahon,Susanne Francisco,Stephen Kemmis Book 2017 Springer Scie

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https://doi.org/10.1007/978-1-4613-3652-5r prior experience related to teaching. In such circumstances, mentoring is commonly identified as an appropriate strategy to support teacher learning. However, access to mentoring for new teachers can be complex. Further, even when mentoring is available, it does not always provide strong support f

FEMUR

Frequency-Domain Generic Behavioral Models case illuminates the local practice architectures that shape teachers’ vocation and their ways of working, the ways practice architectures constrain and enable their practice, and the ways these teachers respond to challenges they perceive in the school as a workplace. The case examines the practic

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Andrew Schumann,Krzysztof Pancerzng is emphasised in the research literature as a keystone to achieving educational change. When teachers come together to scrutinise their own questions raised from practice, sustainable changes in teaching and classroom situations increase. However, there has been little examination of what kind of

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https://doi.org/10.1007/978-1-4615-5433-2on to school development, to work with school teachers in local development projects. One way to implement school development is to use action research. For action research to be effective in supporting school development, a number of conditions need to be met. Drawing on an action research project

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Jacek Wytrebowicz,Stanislaw BudkowskiFinland. We interrogate the ontological and empirical reality we experienced while engaged in a practice of analysing narrative data on mentoring. In this chapter, we are not reporting on the outcomes of our analysis of mentoring practice; instead we focus on our collaborative engagement, articulati

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