Impact of Professional Learning Community Participation on Teachers' Thinking about Classroom Problems.

Autor/inn/en	Padwad, Amol; Dixit, Krishna K.
Titel	Impact of Professional Learning Community Participation on Teachers' Thinking about Classroom Problems.
Quelle	In: Teaching English as a second or foreign language, 12 (2008) 3, S. 1-11 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen 1
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Empirische Forschung; Einstellung (Psy); Lehrer; Lehrerausbildung; Lehrerfortbildung; Fremdsprachenunterricht; Englischunterricht; Indien
Abstract	Teacher education seems to exhibit a shift from product-oriented mode to social constructivist, process-oriented mode of working. The emergence of professional learning communities (PLCs) of teachers may be seen as one manifestation of this shift. PLCs are increasingly seen as an effective channel for teacher learning and professional development. The article presents the findings of a small-scale research into the impact of the participation in a PLC called English Teachers' Clubs (ETCs) on teachers' thinking about and attitudes towards classroom problems in a central Indian context. It has been found that the participation in ETCs has led to better performance among the members in terms of contextualisation of the problems, critical approach to the problems, belief in self agency and pragmatic approach to finding solutions. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/3