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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Santos, P. (2012). Learn and teach: communities of practice as an opportunity for teachers’ professional development. Journal of Educational and Social Research. 2 (5), 97-104
Exportar Referência (IEEE) 
A. P. Santos,  "Learn and teach: communities of practice as an opportunity for teachers’ professional development", in Journal of Educational and Social Research, vol. 2, no. 5, pp. 97-104, 2012
Exportar BibTeX 
@article{santos2012_1713973138536,
	author = "Santos, P.",
	title = "Learn and teach: communities of practice as an opportunity for teachers’ professional development",
	journal = "Journal of Educational and Social Research",
	year = "2012",
	volume = "2",
	number = "5",
	pages = "97-104",
	url = "http://www.mcser.org/journal/index.php/jesr/index"
}
Exportar RIS 
TY  - JOUR
TI  - Learn and teach: communities of practice as an opportunity for teachers’ professional development
T2  - Journal of Educational and Social Research
VL  - 2
IS  - 5
AU  - Santos, P.
PY  - 2012
SP  - 97-104
SN  - 2239-978X
UR  - http://www.mcser.org/journal/index.php/jesr/index
AB  - Involvement in professional development processes is characteristic of the majority of Portuguese teachers. This situation justifies the need to stir a discussion about the current models of teacher training based on the analysis of requirements and challenges related to social and professional teaching career. For this purpose, our debate focuses on the experience of a project carried out between 2010 and 2011 that confronts current models, most of them steered towards accelerated rehabilitation, with communities of practice among teachers in Portugal. The results presented aim to describe the characteristics of this approach and are based on produced documents and a questionnaire administrated to participating teachers. They also suggest that formed communities of practice pave the road for a professional development that is not individual, competitive or bureaucratic and counteract the attacks made by recent educational policies on some of the traditional pillars of teachers’ professionalism.
ER  -