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ERIC Number: EJ816251
Record Type: Journal
Publication Date: 2007-Jul
Pages: 16
Abstractor: As Provided
Reference Count: 24
ISSN: ISSN-1366-4530
Action Learning in Teacher Learning Community Formation: Informative or Transformative?
Aubusson, Peter; Steele, Frances; Dinham, Steve; Brady, Laurie
Teacher Development, v11 n2 p133-148 Jul 2007
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.
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 - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia