Hargreaves, E;
ElHawary, D;
(2020)
Exploring collaborative interaction and self-direction in Teacher Learning Teams: case-studies from a middle-income country analysed using Vygotskian theory.
Compare: A Journal of Comparative and International Education
, 50
(1)
pp. 71-89.
10.1080/03057925.2018.1502609.
Preview |
Text
FINAL ARTICLE COMPARE.pdf - Accepted Version Download (561kB) | Preview |
Abstract
This article explores teachers’ learning from a Vygotskian perspective, which emphasises collaborative interaction and self-direction. The article describes case-studies of three senior teachers in socio-economically disadvantaged Egyptian primary schools where collaboration and self-direction were systemically discouraged. It analyses how, through a teacher development intervention, the teachers learned to use collaborative interaction to support their own learning and felt more creative, authoritative and powerful after being guided to exercise self-direction.
| Type: | Article |
|---|---|
| Title: | Exploring collaborative interaction and self-direction in Teacher Learning Teams: case-studies from a middle-income country analysed using Vygotskian theory |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/03057925.2018.1502609 |
| Publisher version: | https://doi.org/10.1080/03057925.2018.1502609 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | collaborative interaction, self-direction, Egyptian system, teacher learning teams, Vygotsky’s theories of learning and development |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10051605 |
Archive Staff Only
 |
View Item |
