Identifying elements critical for functional and sustainable professional learning communities.

Autor/inn/en	Richmond, Gail; Manokore, Viola
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 Link als defekt meldenVerfügbarkeit
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