ERIC Number: EJ1111293
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 68
Redefining "Community" through Collaboration and Co-Teaching: A Case Study of an ESOL Specialist, a Literacy Specialist, and a Fifth-Grade Teacher
Ahmed Hersi, Afra; Horan, Deborah A.; Lewis, Mark A.
Teachers and Teaching: Theory and Practice, v22 n8 p927-946 2016
This article explores the development of a professional learning community through a case study of three teachers--an ESOL specialist, a literacy specialist, and a fifth-grade teacher--who engaged in co-teaching and collaboration. The emerging community of practice offered these teachers a space to learn and problem-solve by utilizing their specialized disciplinary knowledge of students and expanding the application of reading strategies during language arts. Concurrently, opportunities for revising curriculum and instruction remained unrealized, as teachers struggled to negotiate roles and responsibilities within the top-down administratively initiated collaboration that required redefining their professional community. Implications and recommendations are discussed.
Descriptors: Case Studies, Grade 5, Elementary School Teachers, English (Second Language), Specialists, Teacher Collaboration, Team Teaching, Communities of Practice, Literacy Education, Interdisciplinary Approach, Reading Strategies, Language Arts, Language Teachers, Reading Teachers, Teacher Role, Semi Structured Interviews, Observation, Planning
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Authoring Institution: N/A