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ERIC Number: EJ863275
Record Type: Journal
Publication Date: 2009-Nov
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1742-5964
Insights into Self-Guided Professional Development: Teachers and Teacher Educators Working Together
Freidus, Helen; Baker, Carole; Feldman, Susan; Hirsch, Jessica; Stern, Laurie; Sayres, Brianna; Sgouros, Charissa; Wiles-Kettenmann, Marilyn
Studying Teacher Education, v5 n2 p183-194 Nov 2009
This research documents the ways in which a self-generated, self-directed, self-study group of teachers can serve as an effective model of professional development. Data suggest that the Alumnae Group began with a shared desire to communicate. Over time, members developed a shared language that was concrete, precise and coherent. This shared language coupled with an ethos of critical friendship enabled participants to grapple meaningfully with dilemmas of teaching--identifying and comparing practices and developing a more complex schema for meeting the needs of students. This process appears to be the foundation on which the success of the group rests as well as a model of professional development. (Contains 1 endnote.)
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 - Research
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A