Developing teacher learning communities in a context of change

Catherine Harris

Developing teacher learning communities in a context of change

Catherine Harris

Research output: Chapter in Book / Conference Paper › Conference Paper

Abstract

This paper focuses on the establishment and growth of teacher learning communities in the context of policy and curriculum change. A working model of an effective teacher learning community is examined. This model, based on in-school research, suggests that the dimensions of teacher learning communities are individual, collective, personal, professional and political. Moreover, it highlights the importance of teacher's perceived and actual decision-making space in regard to issues of learning.

Original language	English
Title of host publication	Proceedings of the University of Western Sydney Education Research Conference 2003: (Re) Visioning Education
Publisher	University of Western Sydney
Number of pages	1
Publication status	Published - 2003
Event	University of Western Sydney Education Research Conference - Duration: 1 Jan 2003 → …

Conference

Conference	University of Western Sydney Education Research Conference
Period	1/01/03 → …

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

educational change
teacher-student relationships
learning, psychology of
teachers
in-service training
Australia

Cite this

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title = "Developing teacher learning communities in a context of change",

abstract = "This paper focuses on the establishment and growth of teacher learning communities in the context of policy and curriculum change. A working model of an effective teacher learning community is examined. This model, based on in-school research, suggests that the dimensions of teacher learning communities are individual, collective, personal, professional and political. Moreover, it highlights the importance of teacher's perceived and actual decision-making space in regard to issues of learning.",

keywords = "educational change, teacher-student relationships, learning, psychology of, teachers, in-service training, Australia",

author = "Catherine Harris",

year = "2003",

language = "English",

booktitle = "Proceedings of the University of Western Sydney Education Research Conference 2003: (Re) Visioning Education",

publisher = "University of Western Sydney",

note = "University of Western Sydney Education Research Conference ; Conference date: 01-01-2003",

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N2 - This paper focuses on the establishment and growth of teacher learning communities in the context of policy and curriculum change. A working model of an effective teacher learning community is examined. This model, based on in-school research, suggests that the dimensions of teacher learning communities are individual, collective, personal, professional and political. Moreover, it highlights the importance of teacher's perceived and actual decision-making space in regard to issues of learning.

AB - This paper focuses on the establishment and growth of teacher learning communities in the context of policy and curriculum change. A working model of an effective teacher learning community is examined. This model, based on in-school research, suggests that the dimensions of teacher learning communities are individual, collective, personal, professional and political. Moreover, it highlights the importance of teacher's perceived and actual decision-making space in regard to issues of learning.

KW - educational change

KW - teacher-student relationships

KW - learning, psychology of

KW - teachers

KW - in-service training

KW - Australia

UR - http://handle.uws.edu.au:8081/1959.7/40935

M3 - Conference Paper

BT - Proceedings of the University of Western Sydney Education Research Conference 2003: (Re) Visioning Education

PB - University of Western Sydney

T2 - University of Western Sydney Education Research Conference

Y2 - 1 January 2003

ER -

Developing teacher learning communities in a context of change

Abstract

Conference

UN SDGs

Keywords

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Cite this