A narrative account of a teacher community |
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Authors: | Josephine Moate |
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Institution: | 1. Department of Teacher Education, University of Jyv?skyl?, Jyv?skyl?, Finlandjosephine.moate@jyu.fi |
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Abstract: | This narrative account draws on dialogic approaches to education to critically reflect on teachers’ expressed pedagogic thinking in community. The context for the study is a teacher community in Central Finland comprising teachers from pre-primary to upper secondary contexts. The shared interest of the community is in the foreign-language mediation of education. The data were collected over a period of one and a half years and primarily consisted of teacher-produced notes from community sessions. These data were thematically analysed using a theory-driven approach. The key findings underline the value of pedagogic relationships between teacher-colleagues to support enriched critical understanding of pedagogy. This research suggests the importance of mutual pedagogic relationships to support teacher development. |
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Keywords: | narrative account teacher development dialogic theory thematic analysis pedagogic relationship between teachers |
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