A Situative Perspective on Developing Writing Pedagogy in a Teacher Professional Learning Community
نویسنده
چکیده
The bulk of current research on teacher professional development is focused on teacher learning in the context of teacher professional learning communities (PLCs). In teacher PLCs, groups of teachers meet regularly to increase their own learning and the learning of their students. Teacher PLCs offer a learning model in which, “new ideas and strategies emerge, take root, and develop, and where competence can be truly cultivated and nurtured” (Lieberman & Miller, 2008, p. 2). Findings from this research suggests that teacher PLCs can lead to long-term capacity development and gains in student achievement (DuFour & Eaker, 1998; Grossman, Wineburg, & Woolworth, 2001; Lieberman, & Miller, 2008; Lieberman, &Wood, 2003; McLaughlin & Talbert, 2006; Stoll, Bolam, McMahon, Wallace, & Thomas, 2006). Research on teacher professional development has recognized the nature of situated learning in the context of teacher PLCs (Putnam & Borko, 2000). Situative
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