Authors: G Gueudet B Pepin L Trouche
Publish Date: 2013/08/17
Volume: 45, Issue: 7, Pages: 1003-1016
Abstract
In this paper we study the collective dimensions of teachers’ work in their ordinary daily practice We argue that teachers’ ordinary work comprises many collaborative aspects and that the interactions with colleagues often through resources are crucial for teacher professional development Using a theoretical framework based on teacher documentation work we focused on interactions between teachers and resources to study two teachers’ work one teacher in France and one teacher in Norway For both teachers we identified collective dimensions in their work with resources Contrasting these two cases enabled us to identify particular features but also possible invariants of teachers’ work with resources Our results indicate that collective dimensions are always present in teachers’ work but that true communities of practice which could be considered as an achievement of collective teachers’ work are scarce We discuss the conditions for the emergence of such communitiesWe present here the questionnaire and interview questions used with Vera The written questionnaire was completed before the interview The first part of the interview questions in italics complements the questionnaire drawing on the written answers
Keywords: