The two studies presented in this chapter constitute exemplary cases of successful implementations of teacher learning in community. Each of the studies offers a full and rich account of the programmatic and contextual aspects that contributed to the success of each of these projects in the context of Mathematics teacher professional learning, exposing the conditions and challenges of sustaining a successful community of practice. They also evidence the importance of having a creative basis and vision on the part of the developers, and of establishing a reciprocal basis of dialogue for extended perspectives to develop, alongside an internal basis of commitment and accountability, sustained and supported by an external organizing framework.
|Title of host publication||STEM Teachers and Teaching in the Digital Era|
|Subtitle of host publication||Professional Expectations and Advancement in the 21st Century Schools|
|Editors||Yifat Ben-David Kolikant, Dragana Martinovic, Marina Milner-Bolotin|
|Publisher||Springer International Publishing|
|Number of pages||9|
|State||Published - 1 Jan 2020|
Bibliographical notePublisher Copyright:
© Springer Nature Switzerland AG 2020.
ASJC Scopus subject areas
- Social Sciences (all)