Communities Sustain Teacher Well-Being, Innovation, Learning, and Leadership
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| Title: | Communities Sustain Teacher Well-Being, Innovation, Learning, and Leadership |
|---|---|
| Language: | English |
| Authors: | Julie Kasper, Marissa Winmill |
| Source: | Childhood Education. 2025 101(3):32-35. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 4 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Faculty Development, Communities of Practice, Well Being, Educational Innovation, Minority Group Teachers, Ecology, Transformative Learning |
| Geographic Terms: | Washington |
| DOI: | 10.1080/00094056.2025.2486913 |
| ISSN: | 0009-4056 2162-0725 |
| Abstract: | In recent years, the collaborative and collective nature of teaching and (professional) learning has come to the forefront in education, including through a focus on professional learning communities, teacher learning circles, and communities of practice. It is widely recognized that teachers need communities of support, care, and growth in order to do their best work and thrive in their chosen profession. This article shares the story of dynamic, transnational educator, Dr. Marissa Winmill, who both participates in and leads communities of practice in her home state of Washington. She describes the communities she is most involved with currently, explains why--as a busy educator and mom--she makes time for community engagements, and shares the impact of communities on her (and her teacher colleagues') learning, well-being, and capacity to innovate and lead in the education ecosystem. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | EJ1496962 |
| Database: | ERIC |
| Abstract: | In recent years, the collaborative and collective nature of teaching and (professional) learning has come to the forefront in education, including through a focus on professional learning communities, teacher learning circles, and communities of practice. It is widely recognized that teachers need communities of support, care, and growth in order to do their best work and thrive in their chosen profession. This article shares the story of dynamic, transnational educator, Dr. Marissa Winmill, who both participates in and leads communities of practice in her home state of Washington. She describes the communities she is most involved with currently, explains why--as a busy educator and mom--she makes time for community engagements, and shares the impact of communities on her (and her teacher colleagues') learning, well-being, and capacity to innovate and lead in the education ecosystem. |
|---|---|
| ISSN: | 0009-4056 2162-0725 |
| DOI: | 10.1080/00094056.2025.2486913 |
