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ERIC Number: EJ836055
Record Type: Journal
Publication Date: 2009-May
Pages: 33
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0036-8326
Teachers' Collaborative Inquiry and Professional Growth: Should We Be Optimistic?
Nelson, Tamara Holmlund
Science Education, v93 n3 p548-580 May 2009
As professional learning communities (PLCs) are proliferating as a form of teacher professional development, it is important to understand what "PLC work" is and how it impacts teacher learning. This article reports on secondary science and mathematics teachers' participation in PLCs and engagement in collaborative inquiry. The PLC provided a structure for coming together; their inquiry questions focused their attention on gaps between a shared vision for student learning and student achievement. Qualitative data from three in-depth cases are analyzed in three categories: (1) collective activities, (2) questions raised, and (3) knowledge generated. The cases show different trajectories of teachers' PLC work and reveal the difficulties teachers had in asking critical questions about their practices. (Contains 2 tables and 1 figure.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A