Opportunities and challenges in the development of teachers knowledge: the development of narrative authority through knowledge communities Academic Article uri icon

abstract

  • This work examines generative approaches to teacher professional development that pay attention to how personal, interpersonal, contextual and situational factors influence teacher knowledge developments over time. Using examples from our research programs, we show how critical it is to intentionally account for how teachers filter their professional development experiences through their personal practical knowledge expressed in community. By featuring Pat (the pre-service case) and Liz (the in-service case), we illustrate how teachers develop their narrative authority in knowledge communities and show why knowledge communities are critical to the sustained development of narrative authority. We argue that attending to these critical matters creates opportunities for understanding that can lead to confirmation of, refinement in, or transformation of present practices. 2001 Elsevier Science Ltd.

published proceedings

  • Teaching and Teacher Education

author list (cited authors)

  • Olson, M. R., & Craig, C. J.

citation count

  • 123

complete list of authors

  • Olson, Margaret R||Craig, Cheryl J

publication date

  • August 2001