Interrupting situated practices: critical incidents in international partnerships |
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| Authors: | Amy Seely Flint Peggy Albers Mona Matthews |
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| Institution: | 1. Early Childhood and Elementary Education, University of Louisville, Louisville, KY, USA;2. Middle and Secondary Education Department, Georgia State University, Atlanta, GA, USA;3. Early Childhood Education Department, Georgia State University, Atlanta, GA, USA |
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| Abstract: | This paper examines the initial steps of an internationally funded project focused on enhancing teachers’ conceptual and pedagogical knowledge of literacy development in the Western Cape of South Africa. We asked what are the tensions and breakthroughs when engaged in international teacher professional development? Four lines of inquiry support this work: internationalization and production of knowledge, professional development structures, communities of practice, and ethic of care. Resulting themes included initial barriers, localized professional development, and enhancing teacher capacity for change. To explain the themes, we identified four critical incidents. This study has potential to inform the international community of new directions for teacher learning. |
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| Keywords: | Teacher development international contexts critical incidents literacy international partnership |
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