Collaborative Teacher Learning: Findings from Two Professional Development Projects

Autor/inn/en	Erickson, G.; Minnes Brandes, G.; Mitchell, I.; Mitchell, J.
Titel	Collaborative Teacher Learning: Findings from Two Professional Development Projects
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 21 (2005) 7, S.787-798 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2005.05.018
Schlagwörter	Teacher Collaboration; Classrooms; Teacher Educators; Learning Strategies; Faculty Development + Suchen Sie Ihr Suchwort? Lehrerkooperation; Classroom; Klassenraum; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	This article discusses two projects that were aimed at enhancing the opportunities for professional development of the participants through collaboration between classroom teachers and teacher educators. The two projects, the Australian Project for Enhancing Effective Learning (PEEL) and the Canadian Learning Strategies Group (LSG), focused on the teaching and learning practices in secondary school classrooms. We examine those features that we contend have resulted in long-term sustainability and the success of these partnerships. An analysis of our own experiences and other empirical data from both projects illustrate our claims that these small-scale projects have: improved the learning environment in classrooms for students and teachers; created models of professional development for school and teacher educators; and provided valid knowledge about learning and teaching issues in classroom settings. The potential of such projects to achieve these aims depends upon: (a) a mutually held understanding of what types of classroom practices nurture good teaching and learning, (b) a setting where teachers have a strong commitment and control over the project and decide on its direction, and (c) a structure that allows teachers and teacher educators to meet regularly in an atmosphere of trust and mutual understanding. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10