Fostering communities of teachers as learners: disciplinary perspectives

by: Lee S Shulman, Miriam G Sherin

Journal of Curriculum Studies, Vol. 36, No. 2. (2004), pp. 135-140.

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Abstract

Education research in learning and teaching has alternated historically between periods in which subject matter disciplines were used as the organizing framework for investigation and implementation, and other periods in which the content areas nearly disappeared in favour of a quest for generic principles of instruction that could transcend disciplinary boundaries. There are few examinations of how these factors interact in the context of specific classroom- and pedagogy-centred school reform. The papers that follow in this issue of JCS examine this issue through the lens of the pedagogic reform, ‘Fostering a Community of Learners’. This introduction outlines the key characteristics of this reform and describes the main issues in subsequent examinations of teachers learning to implement ‘Fostering a Community of Learners’ in science, social studies, English language arts, and mathematics.

@article{citeulike:2348495, abstract = {Education research in learning and teaching has alternated historically between periods in which subject matter disciplines were used as the organizing framework for investigation and implementation, and other periods in which the content areas nearly disappeared in favour of a quest for generic principles of instruction that could transcend disciplinary boundaries. There are few examinations of how these factors interact in the context of specific classroom- and pedagogy-centred school reform. The papers that follow in this issue of JCS examine this issue through the lens of the pedagogic reform, \‘Fostering a Community of Learners\’. This introduction outlines the key characteristics of this reform and describes the main issues in subsequent examinations of teachers learning to implement \‘Fostering a Community of Learners\’ in science, social studies, English language arts, and mathematics.}, author = {Shulman, Lee S. and Sherin, Miriam G. }, citeulike-article-id = {2348495}, doi = {10.1080/0022027032000135049}, journal = {Journal of Curriculum Studies}, keywords = {communityoflearning, fachdidaktik, lehrperson, pedagogicalcontentknowledge}, number = {2}, pages = {135--140}, posted-at = {2008-02-07 09:41:34}, priority = {2}, publisher = {Taylor \& Francis}, title = {Fostering communities of teachers as learners: disciplinary perspectives}, url = {http://dx.doi.org/10.1080/0022027032000135049}, volume = {36}, year = {2004} }

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TY - JOUR ID - citeulike:2348495 L3 - citeulike-article-id:2348495 TI - Fostering communities of teachers as learners: disciplinary perspectives JF - Journal of Curriculum Studies VL - 36 IS - 2 SP - 135 EP - 140 PB - Taylor & Francis N2 - Education research in learning and teaching has alternated historically between periods in which subject matter disciplines were used as the organizing framework for investigation and implementation, and other periods in which the content areas nearly disappeared in favour of a quest for generic principles of instruction that could transcend disciplinary boundaries. There are few examinations of how these factors interact in the context of specific classroom- and pedagogy-centred school reform. The papers that follow in this issue of JCS examine this issue through the lens of the pedagogic reform, ‘Fostering a Community of Learners’. This introduction outlines the key characteristics of this reform and describes the main issues in subsequent examinations of teachers learning to implement ‘Fostering a Community of Learners’ in science, social studies, English language arts, and mathematics. KW - communityoflearning KW - fachdidaktik KW - lehrperson KW - pedagogicalcontentknowledge AU - Shulman, Lee AU - Sherin, Miriam PY - 2004/// UR - http://dx.doi.org/10.1080/0022027032000135049 ER -

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