Context matters: A meta-ethnographic study on teachers’ workplace learning
(2023) Teaching and Teacher Education — Vol. 132, n° 2023, p. 104224 (2023)
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- Abstract
- Extant literature on teachers’ workplace learning has provided insights into how teachers learn through everyday work activities. In this meta-ethnographic literature review, we focus on developing an integrative understanding of how teachers experience the role of the workplace in teacher learning. Results of an analysis of 51 research articles published between 2000 and 2020 indicate that a teacher’s workplace provides a variety of learning opportunities. Moreover, the synthesis reveals that a teacher’s workplace should be considered as multiple (school, personal and virtual workplaces) and is characterized by material, temporal, and relational dimensions that shape teacher learning.
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Citations
Enthoven, S., März, V., & Dupriez, V. (2023). Context matters: A meta-ethnographic study on teachers’ workplace learning. Teaching and Teacher Education, 132(2023), 104224. https://doi.org/10.1016/j.tate.2023.104224 (Original work published 2023)