For teachers, engagement with professional development may cause tensions to emerge as they transpose their profes- sional learning to their classrooms (Neumayer-DePiper, 2013) and a tension appears to be much more than simply a conflict: it is rather “a situation in which a perfect solution is not available”. An affective lens on tensions to examine how teachers accept or resist change is, to us, a means of understanding many of the open issues related to teacher education.

An affective lens for tensions emerging from teacher professional development

Di Martino Pietro
2019-01-01

Abstract

For teachers, engagement with professional development may cause tensions to emerge as they transpose their profes- sional learning to their classrooms (Neumayer-DePiper, 2013) and a tension appears to be much more than simply a conflict: it is rather “a situation in which a perfect solution is not available”. An affective lens on tensions to examine how teachers accept or resist change is, to us, a means of understanding many of the open issues related to teacher education.
2019
Andrà, Chiara; Rouleau, Annette; Liljedahl, Peter; DI MARTINO, Pietro
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11568/992987
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