2009/07/04

Professional Learning Communities: What Are They And Why Are They Important?: The Beginnings of Professional Learning Community

Professional Learning Communities: What Are They And Why Are They Important?

The Beginnings of Professional Learning Community

During the eighties, Rosenholtz (1989) brought teachers' workplace factors into the discussion of teaching quality, maintaining that teachers who felt supported in their own ongoing learning and classroom practice were more committed and effective than those who did not receive such confirmation. Support by means of teacher networks, cooperation among colleagues, and expanded professional roles increased teacher efficacy in meeting students' needs. Further, Rosenholtz found that teachers with a high sense of their own efficacy were more likely to adopt new classroom behaviors and also more likely to stay in the profession.

McLaughlin and Talbert (1993) confirmed Rosenholtz's findings, suggesting that when teachers had opportunities for collaborative inquiry and the learning related to it, they were able to develop and share a body of wisdom gleaned from their experience. Adding to the discussion, Darling-Hammond (1996) cited shared decision making as a factor in curriculum reform and the transformation of teaching roles in some schools. In such schools, structured time is provided for teachers to work together in planning instruction, observing each other's classrooms, and sharing feedback. These and other attributes characterize professional learning communities.

Posted via web from galoperiscol's posterous

No comments:

Post a Comment