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Communicative learning spaces and learning to become a teacher
Norwegian University of Science and Technology.
Charles Sturt University.
University of Borås, Faculty of Librarianship, Information, Education and IT. (RCIW, PAUS)ORCID iD: 0000-0003-1424-6063
2018 (English)In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, ISSN 1468-1366Article in journal (Refereed) Published
Abstract [en]

This paper explores teacher learning. It focuses on access to ‘communicative learning spaces’ (a concept we coin and develop within this paper) and argues that the creation of such spaces can be a powerful enabler of teacher learning. We draw on the findings from three studies conducted in three different countries - Norway, Australia and Sweden. The studies focused on different stages of teacher learning - initial teacher education, the induction phase of teacher learning in the workplace, and the continuing professional learning of in-service teachers.  The paper considers the features that characterise communicative learning spaces and their development. Using the theory of practice architectures we examine what enabled and constrained the development of these communicative learning spaces in each of the three cases. 

Place, publisher, year, edition, pages
Taylor & Francis Group, 2018.
Keywords [en]
Communicative space, professional learning, collaborative learning, work-place learning, teacher education, communicative learning space
National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
URN: urn:nbn:se:hb:diva-14886DOI: 10.1080/14681366.2018.1500392ISI: 000482258600003Scopus ID: 2-s2.0-85052152467OAI: oai:DiVA.org:hb-14886DiVA, id: diva2:1237055
Available from: 2018-08-07 Created: 2018-08-07 Last updated: 2020-01-31Bibliographically approved

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