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ERIC Number: ED509026
Record Type: Non-Journal
Publication Date: 2009-Oct-15
Pages: 10
Abstractor: As Provided
Reference Count: 12
A Collaborative Learning Model to Empower Teachers to Be Reflective Practitioners
Tinsley, Ron; Lebak, Kimberly
Online Submission, Paper presented at the Edge Conference: Inspiration and Innovation in Teaching and Teacher Education (St. John's, Newfoundland, Oct 15, 2009)
This paper introduces The Expanded Reflection Cycle for Transformative Professional Learning as a professional learning model for practicing teachers completing their graduate studies that includes expanded opportunities for peer support and collaborative reflection. Through the model, teachers engage in systematic self and collaborative reflection, questioning their own and each other's beliefs and assumptions. Two case studies are highlighted that illustrate how both new and veteran teachers entered the process at their own levels of readiness and transformed their teaching practices. This paper also introduces the concept of the zone of reflective capacity. Participants in this new professional learning model transform their own identities as teachers and empowered themselves to control their own learning and professional growth.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A