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Power and Knowledge-Building in Teacher Inquiry: Negotiating Interpersonal and Ideational Difference
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Spicer, David H. Eddy – Language and Education, 2011
Professional collaboration in schools features prominently in contemporary approaches to educational change. Advocates highlight the importance of situated knowledge to continuous teacher learning, sustained school reform and improved student learning. Critics portray collaboration as an invisible and coercive means of official control. The…
Descriptors: School Restructuring, Teacher Collaboration, Learning Processes, Semiotics