Article citationsMore>>

Zwart, R. C., Wubbels, T., Bergen, T., & Bolhuis, S. (2009). Which Characteristics of a Reciprocal Peer Coaching Context Affect Teacher Learning as Perceived by Teachers and Their Students? Journal of Teacher Education, 60, 243-257.
http://dx.doi.org/10.1177/0022487109336968

has been cited by the following article:

• TITLE: Teachers’ and School Leaders’ Perceptions of Further Education and Learning in School

  AUTHORS: May Britt Postholm, Klara Rokkones

  KEYWORDS: Further Education, Learning in School, Learning Community, Qualitative Method

  JOURNAL NAME: Creative Education, Vol.6 No.23, December 30, 2015

  ABSTRACT: This article focuses on further education of teachers and the importance of the relationship between further education and the visions and development strategies of schools. The study shows that if further education is to contribute to change and development in schools beyond what individual teachers learn, the school has to be organized as a learning community. This means that the school must have a vision. This in turn demands that schools are led in a manner that allocates arenas and room for communication where visions and targets can be formulated and understood through common dialogue.