Teacher Educators' Professional Learning in Communities: The Utility of In-House Professional Development

• In Event: 18.072 - Roundtable Session 6
  In Roundtable Session: 18.072-20 - Learning Together: Teachers and Teacher Educators Learning in Professional Communities

Abstract

The in-house learning community for teacher educators is embedded in the institutional culture in which it operates, forming a reciprocal relationship with the larger institution. Qualitative methods were used to examine seven year-long communities to determine the nature of this reciprocity. Positive institutional messages were found to enhance teacher educators' learning in community. The learning community was found to influence the institution by breaking teacher isolation, promoting interdisciplinary discourse, and helping the institution to become a learning organization. Small learning communities thus find their way into the mainstream as members experience a sense of belonging and commitment to improving their instruction. In-house endeavors enhance the institution as they support professional learning and contribute to the institution as a learning organization.

Authors

• David L Brody, Efrata College of Education

• Linor Lea Hadar, University of Haifa