Using cultural capital as a resource for negotiating participation in a teacher community of practice: a case study
Continuing professional development (CPD) initiatives for teachers in South Africa take on various forms, ranging from formalised, structured, credit-bearing certification programmes to informal, relatively unstructured, situated learning programmes. While many formal programmes can claim success b...
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| Format: | Article |
| Language: | English |
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University of the Free State
2010-09-01
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| Series: | Perspectives in Education |
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| Online Access: | http://196.255.246.28/index.php/pie/article/view/42 |