Please use this identifier to cite or link to this item: https://hdl.handle.net/1822/52385

TitleTeacher learning and learning from teaching
Author(s)Flores, Maria Assunção
Keywordsteaching
teachers
Issue date2015
PublisherTaylor & Francis
JournalTeachers and Teaching: Theory and Practice
CitationFlores, M. A. (2015) Editorial. Teacher learning and learning from teaching, Teachers and Teaching Theory and Practice, 21 (1), pp.1-3
Abstract(s)Teacher learning has attracted a great deal of attention over the last decades. Researchers have sought to shed light on the content, nature, process and outcome of teachers’ learning as well as on their preferences and on the conditions that might foster or hinder their professional growth (Day, 2001; Forte & Flores, 2014; Lieberman, 1996; Meirink, Meijer, Verloop, & Bergen, 2009). Empirical work showed that emancipatory and practical motives to engage in professional development opportunities (e.g. developing oneself and generating a new purpose for teaching) have been identified as more important than policy and instrumental ones (such as implementing government policies and career progression purposes), although the latter has been also recognised as an important factor (Flores et al., 2007; Forte & Flores, 2014).
TypeJournal editorial
URIhttps://hdl.handle.net/1822/52385
DOI10.1080/13540602.2014.928118
ISSN1354-0602
Publisher versionhttps://www.tandfonline.com/doi/abs/10.1080/13540602.2014.928118
Peer-Reviewedyes
AccessRestricted access (UMinho)
Appears in Collections:CIEC - Artigos (Papers)

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