NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ866434
Record Type: Journal
Publication Date: 2009-Aug
Pages: 12
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-1354-0602
The Role of "Accomplished Teachers" in Professional Learning Communities: Uncovering Practice and Enabling Leadership
Lieberman, Ann; Mace, Desiree H. Pointer
Teachers and Teaching: Theory and Practice, v15 n4 p459-470 Aug 2009
This paper describes the signature role played by accomplished, experienced teachers in professional learning communities, and the importance that these practitioners make their teaching public and shared. In so doing, the authors describe how accomplished practices can be shared between classrooms and between practitioners with varying levels of experience. The authors examine five different examples, three from programs developed by the Carnegie Foundation for the Advancement of Teaching and two studies done on and with the National Writing Project, and ask: how do teachers learn by uncovering their own teaching practices? What conditions support teacher learning? And lastly, how do teachers learn to lead in professional communities and contribute to educational reform? The authors conclude that robust, lasting professional development must begin with what teachers know and do, effecting educational reform from within the classroom. (Contains 1 note.)
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: California
IES Cited: ED544210