Teachers’ learning from experience is interpreted through the ‘situative approach’, as a process by which teachers connect their experiences into an evolving system of common knowledge that offers a new perspective on the implications of contextual conditions onto their actions. Through reference to a case-study, the relationship between teachers’ learning from experience and institutional practice is discussed.

Learning as connecting salient events in practice to contextual conditions. Interpreting teachers’ evolving units of concern

SORZIO, PAOLO
2011-01-01

Abstract

Teachers’ learning from experience is interpreted through the ‘situative approach’, as a process by which teachers connect their experiences into an evolving system of common knowledge that offers a new perspective on the implications of contextual conditions onto their actions. Through reference to a case-study, the relationship between teachers’ learning from experience and institutional practice is discussed.
2011
teachers' agency, situated culture, curriculum; school reform
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11368/2482330
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