Teacher Learning as Collective Creation: Thinking with the Theatre Arts

Autor/in	Allen, David
Titel	Teacher Learning as Collective Creation: Thinking with the Theatre Arts
Quelle	In: Teacher Development, 19 (2015) 2, S.151-167 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2014.994072
Schlagwörter	Theater Arts; Faculty Development; Self Evaluation (Individuals); Teacher Collaboration; Creativity; Instructional Improvement; Communities of Practice; Vignettes + Suchen Sie Ihr Suchwort? Theaterwissenschaft; Lehrerkooperation; Kreativität; Unterrichtsqualität; Community
Abstract	Teacher learning groups represent an increasingly widely used strategy for teachers' in-service professional development. While teachers have largely embraced participation in such groups, researchers have critiqued the effectiveness of the groups' practices in supporting participants' learning and their impact on instructional practice. This article presents a cross-domain study into teacher learning group practices. Drawing on practices for collective creation in theatre arts, the author constructs a model for generating instructional and conceptual resources within teacher learning groups. The model highlights three interacting elements: "means," "materials," and "modes" of engagement. To test its capacity as an analytical framework for activity in teacher learning groups, the article applies it to an episode from a primary school group. The article proposes use of the framework as a tool for teacher learning groups to structure critical self-reflection on their own practices. The article concludes with implications for teacher learning groups, teacher educators, and researchers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01