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Knowledge building in teacher professional learning communities: Focus of meeting matters
ARTICLE

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TATE Volume 59, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Professional learning communities (PLCs) of teachers have potential as powerful professional development contexts. However, efforts to characterize and document teacher PLCs suggest that productive learning is the exception rather than the rule. This mixed methods case study derived indicators of knowledge building discourse and examined their prevalence in nine PLC meetings among English Language Arts teachers within the same school (3 grade band teams x 3 meetings each). Analyses indicated significantly more knowledge building in meetings focused on assessment systems as compared to meetings focused on instructional practices. Implications for ways in which PLCs could foster knowledge building are discussed.

Citation

Popp, J.S. & Goldman, S.R. (2016). Knowledge building in teacher professional learning communities: Focus of meeting matters. Teaching and Teacher Education: An International Journal of Research and Studies, 59(1), 347-359. Elsevier Ltd. Retrieved November 17, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2016.06.007

Keywords