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Spheres of Learing in Teacher Collaboration

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dc.contributor.author Samaras, Anastasia P.
dc.contributor.author DeMulder, E.K.
dc.contributor.author Kayler, Mary A.
dc.contributor.author Newton, L.
dc.contributor.author Rigsby, L.C.
dc.contributor.author Weller, K.L.
dc.contributor.author Wilcox, D.R.
dc.date.accessioned 2007-11-26T21:11:50Z
dc.date.available 2007-11-26T21:11:50Z
dc.date.issued 2006
dc.identifier.citation Samaras, A. P., DeMulder, E. K., Kayler, M.A., Newton, L., Rigsby, L. C., Weller, K.L., & Wilcox, D. R. (2006). Spheres of learning in teacher collaboration. In C. Kosnik, C. Beck, A. R. Freese, & A. P., Samaras, (Eds.). Making a difference in teacher education through self-study: Studies of personal, professional, and program renewal (pp. 147 – 163). The Netherlands: Springer. en
dc.identifier.uri https://hdl.handle.net/1920/2891
dc.description.abstract In this chapter, we report on two studies in a Master’s program for practicing teachers that maintains collaborative culture making at its core, for students and faculty alike. We conducted two studies related to this collaborative culture making and concluded that collaboration is essential to programs of study for teachers and teacher educators. In the first study, we investigated the perspectives of our alumni on their collaborative experiences. Findings indicated links between alumni’s multi-layered collaborative experiences in the program and their subsequent pursuit of National Board certification. In the second study, we conducted a collective self-study of a faculty teaching team’s collaborative experiences and factors that they believe enhanced their continued professional development. Both studies are placed within a description of the Initiatives in Educational Transformation (IET) program, which aligns with sociocultural practices of learning with and through others. To frame our work, we draw from Vygotskian (1978) theory and Samaras’ (2004) notion of learning zones, adapted from Vygotsky’s conception of the zone of proximal development and the social construction of knowledge. The work of Lave and Wenger (1991) in situated learning also informs this work.
dc.language.iso en en
dc.publisher Springer en
dc.subject collaboration en_US
dc.subject self-study en_US
dc.subject Education en_US
dc.subject teaching en_US
dc.title Spheres of Learing in Teacher Collaboration en
dc.type Book chapter en


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