Redefining "Community" through Collaboration and Co-Teaching: A Case Study of an ESOL Specialist, a Literacy Specialist, and a Fifth-Grade Teacher

Autor/inn/en	Ahmed Hersi, Afra; Horan, Deborah A.; Lewis, Mark A.
Titel	Redefining "Community" through Collaboration and Co-Teaching: A Case Study of an ESOL Specialist, a Literacy Specialist, and a Fifth-Grade Teacher
Quelle	In: Teachers and Teaching: Theory and Practice, 22 (2016) 8, S.927-946 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2016.1200543
Schlagwörter	Case Studies; Grade 5; Elementary School Teachers; English (Second Language); Specialists; Teacher Collaboration; Team Teaching; Communities of Practice; Literacy Education; Interdisciplinary Approach; Reading Strategies; Language Arts; Language Teachers; Reading Teachers; Teacher Role; Semi Structured Interviews; Observation; Planning + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerkooperation; Teamteaching; Community; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Reading strategy; Leselernstufe; Lesetechnik; Sprachkultur; Language teacher; Sprachunterricht; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Lehrerrolle; Beobachtung; Ablaufplanung; Planungsprozess
Abstract	This article explores the development of a professional learning community through a case study of three teachers--an ESOL specialist, a literacy specialist, and a fifth-grade teacher--who engaged in co-teaching and collaboration. The emerging community of practice offered these teachers a space to learn and problem-solve by utilizing their specialized disciplinary knowledge of students and expanding the application of reading strategies during language arts. Concurrently, opportunities for revising curriculum and instruction remained unrealized, as teachers struggled to negotiate roles and responsibilities within the top-down administratively initiated collaboration that required redefining their professional community. Implications and recommendations are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01