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ERIC Number: EJ1109722
Record Type: Journal
Publication Date: 2012-Jul
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1949-6427
EISSN: N/A
Collaborative Professional Development: An Examination of Changes in Teacher Identity through the Professional Learning Community Model
Prytula, Michelle; Weiman, Kari
Journal of Case Studies in Education, v3 Jul 2012
The purpose of this article is to describe a study of the development of and changes in high school teacher identity through the collaborative professional learning community (PLC) model. Using Coldron and Smith's (1999) conceptual framework of teacher identity, being the craft, moral, artistic, and scientific traditions of teaching, a case study was conducted to determine the development of and changes in the four traditions of teacher as a result of working in a collaborative PLC. Through this study, it was found that all four traditions of teacher identity were impacted as a result of working in a collaborative PLC, meaning that teachers reported growth in the craft, moral, artistic, and scientific teacher identities following working as PLC. Notable, however, was that because of the work done through the PLC, we found that the scientific tradition was not only affected by the work done through the PLC, but that the scientific tradition also effected changes in the other traditions of teacher identity. The method, data, and findings are discussed, as well as the implications that the findings have for theory, research, and practice.
Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A