When working together to plan a lesson in a Swedish professional development initiative
Résumé
This paper is based on a study that draws on Wenger's Communities of Practice perspective and accounts for the coherence of mutual engagement, joint enterprise and shared repertoire in a community of Swedish upper secondary mathematics teachers participating in a professional development initiative. The aim of this paper is to describe and understand practice when teachers are working together to plan a lesson. An overall characteristic of practice is that it develops in a teaching culture, and as the community lacks of awareness of how it organises their teaching, practice becomes resistant to change when planning the lesson. Also, this paper addresses further research considering teaching culture when teachers work together to plan a lesson as a way to obtain, and maintain collegiality.
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