From Fragmented Practice to Rich Professional Learning: The Collaborative Work of Teachers of Learners With Deafblindness
In this study, school professionals provided a rich context for understanding how collaboration can lead to learning when educating a child with deafblindness. Analysis of the collaboration of five professionals during an academic year showed that although they thought it was critical that they lear...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2020-12-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2020.573033/full |