Knowledge construction in a teachers' community of enquiry: a possible road map

Curricular design and implementation as a site of teacher expertise and learning

“…Research investigating teacher learning as situated in teachers' own experiences and practices have emerged from sociocultural approaches to understanding teacher learning (Borg, 2003(Borg, , 2006Cross, 2010;Elbaz-Luwisch & Orland-Barak, 2013;Johnson, 2006Johnson, , 2009Johnson & Golombek, 2003;Zellermeyer & Tabak, 2006). Scholars working from a sociocultural framework have shifted from a perspective of teachers as receivers of information to a view of teachers as creators of meaning, heavily influenced by their own autobiographies (e.g.…”

Classical Myth in the University: A Contribution to Professional Teacher Development

“…Use of the myth of Scylla and Charybdis was less frequent but highly emotionally charged as the participants recounted unavoidable dilemmas. Formatting and viewing these situations through myth may help students to process them, overcome a block and resume taking decisions (Rosemberg, 2013), achieving a degree of happiness by thus closing distressing situations (Hafenbrack, Kinias, & Barsade, 2014), protected by the possibility of expressing them in a community of research (Zellermayer & Tabak, 2007) that validates and supports them.…”

“…In an attempt to minimise the lacuna in learning among novice teacher trainees during their professional teacher and researcher development (Orland-Barack, 2014), we chose to focus on the curriculum to explore situations that promote collaborative learning in university education (Payne & Zeichner, 2017), while at the same time leveraging the humanist legacy of Classical Greek myth. We aimed to establish a research community (Wenger, 2011) as a motivating context that would make it easier to confront real-life situations, emphasising reflection in action (Zellermayer & Tabak, 2007) and enabling participants to reach a better understanding of their identity as the core of their teacher training (Abdenia, 2012;Cross, 2017: Mathewson & Reid, 2017 through engagement in reflective dialogue (Swinkels, Koopman, & Beijaard, 2013) and autobiographical narratives using Classical Greek myths as metaphorical scaffolding (Thomas & Beauchamp, 2011). Classical Greek mythology forms an intangible heritage whose founding narratives have served as a fount of inspiration not only in innumerable Classical and contemporary artistic fields (Monneyron & Thomas, 2004), but also in education and psychology from various perspectives.…”

Professional Development of Elementary School Teachers

“…They recognize that cooperation with other schools and educational institutions is a necessity (Fullan & Hargreaves, 2000), as scientific developments are reflected in all parts of society (Peklaj, 2008). Every generation of future teachers that is entering education will have a decisive impact on the educational system (Hargreaves, 2003;McBeath & Mortimore, 2001;Parsons & Stephenson, 2005;Zellermayer & Tabak, 2006).…”