Understanding Professional Growth and Stagnation in Community-Based Learning for Teacher Educators

• In Event: Professional Learning Communities: Advances in Teacher Learning

Abstract

Collaborative frameworks are valued as an effective tool for teachers’ professional development. This five year qualitative study of 30 teacher educators in a professional development community examines critical factors that enhance and hinder learning aimed at pedagogic change. Factors promoting change included creating a safe environment, group reflection and feedback, teacher research, and continuity. Breaking of isolation was found to promote as well as prevent learning and implementation. Individual withdrawal from the collaborative goals was understood as ‘quiet resistance’ that strengthened participants’ avoidance of change. The clear delineation of those factors that promote or hinder professional growth fills a gap in current research by deepening understanding of dynamic processes that lead to and detract from desired improvement of practice.

Authors

• Linor Lea Hadar, Beit Berl Academic College

• David L Brody, Efrata College of Eduction