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ERIC Number: EJ811878
Record Type: Journal
Publication Date: 2008-Aug
Pages: 11
Abstractor: As Provided
Reference Count: 21
ISSN: ISSN-1366-4530
Occasioning Possibilities, Not Certainties: Professional Learning and Peer-Led Book Clubs
Reilly, Mary Ann
Teacher Development, v12 n3 p211-221 Aug 2008
How might four teachers working together in a book group utilize their learning to better ensure students' academic success? In what ways might this collective's learning emerge as the group worked together? Questions such as these prompted the author to investigate the professional learning that occurred during book club sessions with one group of teachers enrolled in a graduate course. Her intention in presenting this case study of four elementary teachers and the complex learning associated with the book club process is two-fold: to describe how the teachers participated in peer-led book clubs and made use of the book club experience as a practice field in which they rehearsed instruction they would conduct with students; and to conclude this discussion by focusing on how book clubs are potential communities of practice that exemplify complex professional learning. (Contains 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A