Public reflection within learning communities: an incessant type of professional development

被引:20
作者
Attard, Karl [1 ]
机构
[1] Univ Malta, Fac Educ, Msida, Malta
关键词
learning communities; reflective practice; collaborative teacher learning; reflective writing; professional development; TEACHERS;
D O I
10.1080/02619768.2011.643397
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This article is based on a study focusing on how structured learning communities can promote reflective awareness and professional development, through collaborative analysis of professional experience. As participant-observer, the researcher used recorded observations as well as individual participants' reflective writing as data. Of importance is the fact that all seven participants argued that they developed professionally and started to dig deeper into their experiences as the five-month study progressed. They also pointed out that this type of professional development was immediately relevant to their present needs, and this was what motivated them to further engage in reflection as a tool for professional development. Aspects such as conflict and uncertainty in teacher learning, and how collaboration promotes further reflection will also be discussed.
引用
收藏
页码:199 / 211
页数:13
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