Abstract
The two studies presented in this chapter constitute exemplary cases of successful implementations of teacher learning in community. Each of the studies offers a full and rich account of the programmatic and contextual aspects that contributed to the success of each of these projects in the context of Mathematics teacher professional learning, exposing the conditions and challenges of sustaining a successful community of practice. They also evidence the importance of having a creative basis and vision on the part of the developers, and of establishing a reciprocal basis of dialogue for extended perspectives to develop, alongside an internal basis of commitment and accountability, sustained and supported by an external organizing framework.
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Orland-Barak, L. (2020). Discussion: Teacher Learning in Community: Premises, Promises and Challenges. In: Ben-David Kolikant, Y., Martinovic, D., Milner-Bolotin, M. (eds) STEM Teachers and Teaching in the Digital Era. Springer, Cham. https://doi.org/10.1007/978-3-030-29396-3_4
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