1887

n Education as Change - How teachers navigate their learning in developing inclusive learning communities

Volume 12, Issue 2
  • ISSN : 1682-3206
This is currently unavailable for purchase.

 

Abstract

This article presents the findings of an interpretive study on how exemplary teachers navigate their learning journeys when developing inclusive learning communities. We chose socio-cultural theory as a framework for understanding how the participating teachers learn from difference and diversity in their everyday classroom practice. The main source of data was individual semi-structured interviews with five primary school teachers. The participants compared their learning process to that of an apprenticeship, and highlighted two themes: firstly, they identified their learning in the school context as intentional, self-directed and incremental; and secondly, they increasingly accessed and generated sources and opportunities themselves to support their learning process. They added insight into the interdependence of both individual sense-making and social collaborative learning. We argue that there is a close relationship between these teachers' personal and professional identities and that learning and caring have always been part of their teacher identity. Teachers themselves need to be cared for and supported in a caring and inclusive learning community.

Loading full text...

Full text loading...

Loading

Article metrics loading...

/content/edchange/12/2/EJC31634
2008-12-01
2016-12-09

This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error