Interrupting situated practices: critical incidents in international partnerships. Issue 2 (15th March 2018)

• Record Type: Journal Article
• Authors: Flint, Amy Seely; Albers, Peggy; Matthews, Mona
• Is Part Of: Teacher development. Volume 22:Issue 2(2018)
• Page Start: 281
• Page End: 302
• Publication Date: 2018-03-15
• Subjects: Teacher development -- international contexts -- critical incidents -- literacy -- international partnership; Teachers -- In-service training -- Periodicals; Teachers -- Training of -- Periodicals; Career development -- Periodicals; 370.711
• DOI: 10.1080/13664530.2017.1363082
• Languages: English
• ISSNs: 1366-4530

Abstract

Abstract: This paper examines the initial steps of an internationally funded project focused on enhancing teachers' conceptual and pedagogical knowledge of literacy development in the Western Cape of South Africa. We asked what are the tensions and breakthroughs when engaged in international teacher professional development? Four lines of inquiry support this work: internationalization and production of knowledge, professional development structures, communities of practice, and ethic of care. Resulting themes included initial barriers, localized professional development, and enhancing teacher capacity for change. To explain the themes, we identified four critical incidents. This study has potential to inform the international community of new directions for teacher learning.