TY - JOUR
T1 - School contexts that encourage reflection
T2 - Teacher perceptions
AU - Veal, Mary Lou
AU - Clift, Renee
AU - Holland, Patricia
PY - 1989
Y1 - 1989
N2 - The following is a report of a study of the relationship between school context and learning how to teach. The study is based on the assumption, among others, that learning to teach is enhanced by “reflection,” which is understood to be collaborative problem solving. The context for reflective practice in seven schools is discussed. Teacher interview data provide the basic information. The data include the identification of factors within each school that facilitated collaborative work. These data and the analysis were used to increase collaborative leadership in schools and to continue research into that type of leadership.
AB - The following is a report of a study of the relationship between school context and learning how to teach. The study is based on the assumption, among others, that learning to teach is enhanced by “reflection,” which is understood to be collaborative problem solving. The context for reflective practice in seven schools is discussed. Teacher interview data provide the basic information. The data include the identification of factors within each school that facilitated collaborative work. These data and the analysis were used to increase collaborative leadership in schools and to continue research into that type of leadership.
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U2 - 10.1080/0951839890020405
DO - 10.1080/0951839890020405
M3 - Article
AN - SCOPUS:61249228226
SN - 0951-8398
VL - 2
SP - 315
EP - 333
JO - International Journal of Qualitative Studies in Education
JF - International Journal of Qualitative Studies in Education
IS - 4
ER -