Abstract
How are teachers equipped to meet the new challenges of continual learning in the knowledge society as a professional group? As Feinman–Nesmer (2001), Borko (2004) and others have pointed out, if we want schools to offer powerful learning opportunities, we have to provide more powerful epistemic environments for teachers.
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Klette, K., Carlsten, T.C. (2012). Knowledge in teacher learning. In: Jensen, K., Lahn, L.C., Nerland, M. (eds) Professional Learning in the Knowledge Society. The Knowledge Economy and Education, vol 6. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-994-7_4
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DOI: https://doi.org/10.1007/978-94-6091-994-7_4
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