Abstract

Sociocultural theories of learning provide an analytical lens for exploring faculty work. By conceptualizing faculty work as a learning process that is both cognitive and social, sociocultural perspectives highlight the ways in which faculty learning and work are enabled and shaped by the contexts in which they occur, but also how learning and work, in turn, shape existing contexts and enable new practices.

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Additional Information

ISSN
1538-4640
Print ISSN
0022-1546
Pages
pp. 711-739
Launched on MUSE
2002-11-01
Open Access
No
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