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ERIC Number: EJ1035602
Record Type: Journal
Publication Date: 2014
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1547-688X
Collaborative Lesson Planning as Professional Development for Beginning Primary Teachers
Bauml, Michelle
New Educator, v10 n3 p182-200 2014
This qualitative case study describes how one beginning primary grade teacher benefited from collaborative lesson-planning meetings with her grade-level colleagues. The teacher accumulated knowledge of curriculum, pedagogy, and professional contexts as she participated in planning meetings each week during her first year of teaching. Furthermore, sustained, active participation in content-specific planning meetings changed the teacher's efficacy for mathematics instruction over time. Findings suggest that both participation and collaboration with colleagues during planning meetings were central to the teacher's knowledge development and sense of efficacy as a new teacher.
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 - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas