Literaturnachweis - Detailanzeige
Autor/inn/en | Richmond, Gail; Manokore, Viola |
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Titel | Identifying elements critical for functional and sustainable professional learning communities. |
Quelle | In: Science education, 95 (2011) 3, S. 543-570Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0036-8326; 1098-237X |
DOI | 10.1002/sce.20430 |
Schlagwörter | Längsschnittuntersuchung; Grundschule; Grundschulpädagogik; Lehrerbildung; Lehrerseminar; Lehrerkollegium; Diskursanalyse; Naturwissenschaftlicher Unterricht; Diskurs; Scientific Community |
Abstract | In this paper, we examined data collected as part of a 5-year project designed to foster reform-based urban science teaching through teachers' communities of inquiry. Drawing upon a distributed leadership framework, we analyzed teacher "talk" during professional learning community (PLC) meetings. This analysis yielded five elements: teacher learning and collaboration, community formation, confidence in knowledge of content and guided inquiry, concerns about the impact of accountability measures on teaching and learning, and sustainability of reform. Follow-up interviews with participants reinforced the importance of these elements. While accountability measures were found to have a significant impact on science teaching, participants were also able to use their PLC-based experiences to develop strategies to deal with such external constraints. Facilitation and leadership also play key roles in establishing and maintaining PLCs in this urban setting. Finally, we present a revised framework that incorporates the elements we identified to describe those local and systemic factors critical for successful implementation and influence of professional development efforts. |
Erfasst von | Arbeitsgruppe Didaktik der Physik, Universität Kassel |
Update | 2013/2 |