What is teacher learning? A socio‐cultural perspective

By Peter Kelly. 2006

364 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/fceaa95cf5de9bd7d834237af932efa2a50f6b21

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. P. Potrac
2. L. Orland-Barak
3. Robyn L. Jones
4. Elaine Wilson
5. Jian Wang
6. Helen Demetriou
7. R. Mitchell
8. Laura Desimone

In Language and Linguistics

1. L. Orland-Barak
2. Elaine Wilson
3. Jian Wang
4. Helen Demetriou
5. R. Mitchell
6. Laura Desimone

Citations in the corpus

• New teacher learning: substantive knowledge and contextual factors (2007, background): “…the day to day demands of teaching in what are essentially unique classrooms, draws on developing knowledge in practice as well as learning through the collaborative actions of teachers and students and this is an integral part of everyday workplace practices (Lave & Wenger, 1991; Kelly, 2006).”
• ‘Studentship’ and ‘impression management’ in an advanced soccer coach education award (2010, background): “It is, therefore, important for coach educators to recognise, consider and act in relation to students’ pre-existing culturally influenced knowledge, which coaches bring to their educational endeavours (Kelly, 2006).”
• Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009, background): “Rather it could be used in studies with different perspectives on teacher learning: situated (Borko, 2004; Greeno et al., 1996; Peressini et al., 2004), cognitive (Wenger, 1987), sociocultural (Kelly, 2006), and so forth.”
• What is professional development, how does it occur in individuals, and how may it be used by educational leaders and managers for the purpose of school improvement? (2013, background): “As Kelly (2006) points out, the implication is that ‘both coming to know and knowing-in-practice [are] processes which, rather than lying entirely with the individual, are distributed across all participants in professional practice’ (Kelly 2006, p.”
• Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform (2021, background): “Finally, knowledge of teaching is distributed across different resources, places, and participants in the contexts and cultures of teaching (Kelly, 2006; Putnam & Borko, 2000) and shaped by these contexts and cultures (Kardos et al., 2001; Wang, 2001).”