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Teacher Learning as Productive Tension: Autonomy and the Social Construction of Practice
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Collet, Vicki S. – AERA Online Paper Repository, 2016
Research suggests that learning is situated, social, and constructed. Teachers, as well as their students, learn through collaborative participation in meaningful activity. This study investigates the impact of a Writing Project Institute on teachers' learning and instruction, considering characteristics of professional learning that influenced…
Descriptors: Professional Autonomy, Instructional Improvement, Dialogs (Language), Institutes (Training Programs)