Developing Elementary Teachers' Knowledge and Practice Through Designing Integrated Curriculum in a Professional Learning Community

• In Event: 58.084 - Poster Session 13
  In Poster Session: 58.084-2 - Teaching in the Social Studies

Abstract

This case study examined ways that teachers developed professional knowledge and practice as they designed curriculum that integrated English/Language arts (ELA) and social studies. The work was done in the setting of a professional learning community (PLC) consisting of a fifth grade team of four teachers at a Title-1 elementary school. Findings demonstrated how the inquiry process in the PLC allowed teachers to collectively examine their content knowledge in two subjects, their pedagogical content knowledge (PCK), and reflect on their professional practices. This study contributes to knowledge about PLC development and teacher learning that results from creating authentic curriculum.

Authors

• Derek Jordan, Clark County School District

• Shaoan Zhang, University of Nevada - Las Vegas

• Marilyn McKinney, University of Nevada - Las Vegas

• LeAnn G. Putney, University of Nevada - Las Vegas