학술논문
Action learning in teacher learning community formation: informative or transformative?
Document Type
Article
Author
Source
Subject
Language
ISSN
13664530
Abstract
Professional learning communities among teachers and schools have been envisioned as a mechanism for development, knowledge building and implementation. However the formation of an effective learning community is more complex than giving teachers a project and asking them to share a room. This paper reports a synergistic interaction between a model of pedagogy and action learning, including peer observation, that involved 82 schools participating in a wide variety of projects. For most schools, these projects were successful in initiating action learning and promoting teacher development. The authors believe that this innovation generates insights into ways that the building of community, which is central to this type of learning, can be enhanced. [ABSTRACT FROM AUTHOR]