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.File in questo prodotto:
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