A Case Study of Teachers' Professional Learning: Becoming a Community of Professional Learning or Not?

Autor/inn/en	Maloney, Carmel; Konza, Deslea
Titel	A Case Study of Teachers' Professional Learning: Becoming a Community of Professional Learning or Not?
Quelle	In: Issues in Educational Research, 21 (2011) 1, S.75-87 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-7155
Schlagwörter	Early Childhood Education; Cooperation; Teacher Attitudes; Beliefs; Teaching Methods; Educational Policy; Influences; Teacher Responsibility; Teacher Collaboration; Foreign Countries; Participative Decision Making; Teamwork; Faculty Development; Group Activities; Group Discussion; Preschool Teachers; Elementary School Teachers; Australia + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Co-operation; Kooperation; Lehrerverhalten; Belief; Glaube; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Influence; Einfluss; Einflussfaktor; Lehrverpflichtung; Lehrerkooperation; Ausland; Gruppenaktivität; Gruppendiskussion; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Australien
Abstract	This paper describes a school's participation in a project designed to support critical reflection of teachers' beliefs about best practice in early childhood education, and how these beliefs and practices intersected with shifting policies and trends in the broader early childhood field. The "Professional Learning" Project (PL project), was conducted in collaboration with a local university. As the project unfolded, multiple influences were found to affect its ultimate outcomes, including the tensions associated with day-to-day classroom commitments and varying levels of willingness to engage in what were at times confronting and challenging discussions. As a result, engagement, collaboration and participation ebbed and flowed. (Contains 1 endnote.) (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10