Literaturnachweis - Detailanzeige
| Autor/in | Waters, Patricia |
|---|---|
| Titel | Relationships, Resources, Resilience: Professional Learning Communities to Improve Teacher Retention |
| Quelle | (2019), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Communities of Practice; Teacher Persistence; Web Sites; Teaching Methods; Teacher Attitudes; Faculty Development; Public School Teachers; Mentors; Case Studies; Intervention; Outcomes of Education; Educational Improvement; Beginning Teachers; Reflection; Group Discussion; Well Being; Resilience (Psychology); Meetings; Experienced Teachers; Teacher Characteristics; Universities; Data Analysis Community; Web-Design; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Case study; Fallstudie; Case Study; Lernleistung; Schulerfolg; Teaching improvement; Unterrichtsentwicklung; Junior teacher; Junglehrer; Gruppendiskussion; Well-being; Wellness; Wohlbefinden; Meeting; Tagung; University; Universität; Auswertung |
| Abstract | This study used mixed methods to explore the impact of a university-hosted professional learning community (PLC) on teacher retention in public schools. Recent graduates (1-3 years) and mentor teachers were invited to participate. Via a case study approach, participants were challenged to look critically at their teaching and use data to investigate interventions that would improve outcomes for children. A web-based platform allowed for posed questions, discussion, and reflection between sessions. Project directors monitored discussions to offer further guidance and support as needed. Findings from this study provide insight into participant experience in PLCs. Relationships and practical resources shared within the PLC resulted in improved teacher performance, confidence, and feelings of well-being. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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