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ERIC Number: EJ920838
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-0313-7155
A Case Study of Teachers' Professional Learning: Becoming a Community of Professional Learning or Not?
Maloney, Carmel; Konza, Deslea
Issues in Educational Research, v21 n1 p75-87 2011
This paper describes a school's participation in a project designed to support critical reflection of teachers' beliefs about best practice in early childhood education, and how these beliefs and practices intersected with shifting policies and trends in the broader early childhood field. The "Professional Learning" Project (PL project), was conducted in collaboration with a local university. As the project unfolded, multiple influences were found to affect its ultimate outcomes, including the tensions associated with day-to-day classroom commitments and varying levels of willingness to engage in what were at times confronting and challenging discussions. As a result, engagement, collaboration and participation ebbed and flowed. (Contains 1 endnote.)
Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia