Reflexive epistemic communities of practice: enabling the profession through sustainable partnerships

Mary Ryan

doi:10.1007/978-981-19-6532-6_1

Reflexive epistemic communities of practice: enabling the profession through sustainable partnerships

Mary Ryan

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Other › peer-review

1 Citation (Scopus)

Abstract

Teaching has become increasingly complex in a world signified by diversity, change, and the promulgation of knowledge derived purely from opinion. This complexity means that the preparation of teachers who can hold together multiple, reliable knowledges as they make decisions about effective practice at any moment in time is crucial.

Original language	English
Title of host publication	Work-Integrated Learning Case Studies in Teacher Education
Subtitle of host publication	Epistemic Reflexivity
Editors	Matthew Winslade, Tony Loughland, Michelle J. Eady
Place of Publication	Singapore Singapore
Publisher	Springer
Chapter	1
Pages	3-10
Number of pages	8
Edition	1st
ISBN (Electronic)	9789811965326
ISBN (Print)	9789811965319
DOIs	https://doi.org/10.1007/978-981-19-6532-6_1
Publication status	Published - 2023
Externally published	Yes

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10.1007/978-981-19-6532-6_1

Cite this

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Reflexive epistemic communities of practice: enabling the profession through sustainable partnerships. / Ryan, Mary.
Work-Integrated Learning Case Studies in Teacher Education: Epistemic Reflexivity. ed. / Matthew Winslade; Tony Loughland; Michelle J. Eady. 1st. ed. Singapore Singapore: Springer, 2023. p. 3-10.

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Other › peer-review

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Reflexive epistemic communities of practice: enabling the profession through sustainable partnerships

Abstract

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