Learning from and about writing: A case study of the learning trajectories of student teachers

Professional Collaboration in Teacher Support Teams—A Study of Teacher and Nurse Educators’ Creative Problem-Solving in a Shared Space for Professional Development

“…The type of collaboration observed in Extract 4 resonates with Vygotsky's (2004) conception of "collective creativity" in that, although the discussions centred around the sharing of largely individual challenges and dilemmas, the potential for transforming these individual experiences into collective ones was evident in how the individual trajectories sometimes became resources for joint problem solving. Participants' experiences can be creatively interpreted and transformed into psychological tools within certain timelines, and trajectories of learning develop continuously as participants engage in social practices according to the corresponding timescales (Wittek, Askeland & Aamotsbakken, 2015). Focusing on trajectories rather than developmental processes illustrates the diversity and multidimensionality of learning, as well as the embeddedness of trajectories in systems that vary along temporal and spatial dimensions.…”

New directions in doctoral programmes: bridging tensions between theory and practice?

“…We explore the concept of trajectories of doctoral identity formation to discuss how learning and development at a personal level are linked to learning and development at an organisational level. This concept originated from the idea of learning trajectories, suggested in Dreier (1999; and further developed in Wittek (2013;Wittek et al 2015). This concept allows for the flexible and dynamic conceptualisation of what professional identity formation is about.…”

“…This concept allows for the flexible and dynamic conceptualisation of what professional identity formation is about. It focuses on the individual level of professional learning, but argues that individual and collective processes of learning are closely intertwined (Wittek et al 2015).…”

Sınıf Öğretmenlerinin Yazma Stratejilerini Kullanma Durumlarına İlişkin Görüşleri

“…Because the teachers' efforts in this process affected their writing and learning processes and performances, (Wittek, Askeland and Aamotsbakken, 2015) at this point teachers have great responsibilities in ensuring that students become effective writers (Nauman, 2007). Teachers must be a good model for their students in their writing process, use writing strategies effectively, and these strategies are among the important aims of teaching writing to them and thus educating students who are confident and willing to write.…”