Teachers as Continual, Collaborative Learners: A Case-Study of Implementing New Practices

• In Event: Poster Session 16
  In Poster Session: Trends and Issues in Professional Development

Abstract

This case-study of a small Midwestern middle school seeks to understand how and why one school moved toward implementing student-led literature discussions, more specifically: What professional development support structures are needed to give teachers the knowledge base and confidence to implement and refine the use of student-led literature discussions in their classrooms? Data was collected through interviews with three teachers and analyzed using thematic analysis using constant comparison. Several themes emerged focusing on professional development, which indicate that professional development practices need to: support collaboration; recognize that teachers are adult learners; be embedded in daily practice; recognize that to truly embrace a new practice, teachers may initially struggle with the practice.

Author

• Suzanne L. Porath, Edgewood College & Concordia University