Collaboration, Collegiality, and Collective Reflection: A Case Study of Professional Development for Teachers

Autor/inn/en	Kelly, Jennifer; Cherkowski, Sabre
Titel	Collaboration, Collegiality, and Collective Reflection: A Case Study of Professional Development for Teachers
Quelle	In: Canadian Journal of Educational Administration and Policy, (2015) 169, (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1207-7798
Schlagwörter	Foreign Countries; Case Studies; Faculty Development; Rural Schools; Teacher Attitudes; Communities of Practice; Collegiality; Teacher Collaboration; Qualitative Research; Experience; Cooperation; Literacy Education; Elementary School Teachers; Inquiry; Reading Teachers; Journal Writing; Reflection; Interviews; Reading Achievement; Canada + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrerverhalten; Community; Kollegialität; Lehrerkooperation; Qualitative Forschung; Erfahrung; Co-operation; Kooperation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Zeitschriftenaufsatz; Interviewing; Interviewtechnik; Leseleistung; Kanada
Abstract	This case study documents and interprets teachers' experiences in a professional development initiative called Changing Results for Young Readers in British Columbia. The reflections and discussions of a group of teachers in a rural school district were examined in order to understand how the participants constructed their realities relative to their involvement in professional learning communities. Analysis of the teachers' descriptions of their experiences provides insights on the significance of collaboration, collegial relationships, and shifting mindsets about the work of teaching, and these insights are important for understanding how professional development opportunities can be structured and facilitated to support the complex role of professional learning. (As Provided).
Anmerkungen	Faculty of Education, University of Manitoba. Winnipeg, MB R3T 2N2, Canada. Tel: 204-474-9004; Fax: 204-474-7564; e-mail: cjeapadm@cc.umanitoba.ca; Web site: http://www.umanitoba.ca/publications/cjeap
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01