Professional Learning Communities as Teacher Educator Professional Development: Organic Collaboration, Renewed Motivation, Shared Knowledge, and Inspired Teaching

• In Event: 72.048 - Roundtable Session 33
  In Roundtable Session: 72.048-6 - Professional Development for Teacher Educators: Lessons Learned

Abstract

Remaining relevant to pre-service teachers is a challenge for university faculty, especially when classroom practices include ever-changing technology and a generation of teachers who grew up within an electronic social network. Further questioned is the relevance of theory to current classroom practice and methodologies that exist to support a diverse demographic of children. A departmental professional learning community was developed in order to answer questions and support faculty as they focused on teaching. Administration, operating from the unique insider perspective of seasoned faculty members now serving as Chair and Assistant Chair, distributed surveys, held focus groups and sponsored collaborative events both on and off campus in order to encourage an atmosphere of collegiality mediated by a focus on teacher excellence.

Authors

• Kathy Renita Fox, University of North Carolina - Wilmington

• Tracy Yarbrough Hargrove, University of North Carolina - Wilmington

• Lisa Brown Buchanan, University of North Carolina - Wilmington

• Amelia K. Moody, University of North Carolina - Wilmington

• Alicia Brophy, University of North Carolina - Wilmington

• Kathleen Roney, University of North Carolina - Wilmington