Creating a Professional Learning Community through Self-Study
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| Title: | Creating a Professional Learning Community through Self-Study |
|---|---|
| Language: | English |
| Authors: | Tidwell, Deborah L., Wymore, Lisa, Garza, Anel, Estrada, Maricruz, Smith, Howard L. |
| Source: | Studying Teacher Education. 2011 7(3):315-330. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Education Elementary Secondary Education |
| Descriptors: | Faculty Development, Native Speakers, Professional Development, Communities of Practice, Bilingual Education Programs, English Instruction, English Language Learners, Spanish, Partnerships in Education, Collegiality, Educational Practices, Learning Experience, Self Evaluation (Individuals), Lesson Plans, Observation, Transcripts (Written Records) |
| Geographic Terms: | Iowa |
| DOI: | 10.1080/17425964.2011.617152 |
| ISSN: | 1742-5964 |
| Abstract: | This article describes the use of self-study as a frame for professional learning that grew out of a professional development program for teachers examining their practice in a dual-language K-4 school. Located in the center of the rural state of Iowa, the school's development of a bilingual program for native speakers of both English and Spanish created challenges for the educators involved. The authors reflect the spectrum of collegial partnerships fostered by the experience, representing two classroom teachers, a program coordinator, and two university professors. They present their analysis of the development of a dual language program and the impact of their collegial self-study on how they thought about their practice, how they engaged with others, and how they were able to achieve change within and across their practice. |
| Abstractor: | As Provided |
| Number of References: | 29 |
| Entry Date: | 2012 |
| Accession Number: | EJ953233 |
| Database: | ERIC |
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| Abstract: | This article describes the use of self-study as a frame for professional learning that grew out of a professional development program for teachers examining their practice in a dual-language K-4 school. Located in the center of the rural state of Iowa, the school's development of a bilingual program for native speakers of both English and Spanish created challenges for the educators involved. The authors reflect the spectrum of collegial partnerships fostered by the experience, representing two classroom teachers, a program coordinator, and two university professors. They present their analysis of the development of a dual language program and the impact of their collegial self-study on how they thought about their practice, how they engaged with others, and how they were able to achieve change within and across their practice. |
|---|---|
| ISSN: | 1742-5964 |
| DOI: | 10.1080/17425964.2011.617152 |
