NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ917893
Record Type: Journal
Publication Date: 2011
Pages: 8
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-1063-2913
Professional Development within Collaborative Teacher Study Groups: Pitfalls and Promises
Stanley, Ann Marie
Arts Education Policy Review, v112 n2 p71-78 2011
Teacher study groups are often thought to be effective professional development structures. Such teacher communities may foster teacher learning through a collaborative culture and the codification of group members' collective knowledge. However, not all study groups are effective professional development. This article is a discussion of factors that may contribute to the success or failure of collaborative teacher study. Recommendations for practice are provided, with a focus on music teacher study groups.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A