Teachers' Professional Development in Schools as Learning Communities: A Key for Transformation in Disadvantaged Schools

• In Event: Poster Session 2
  In Poster Session: Division K Section 8 Poster Session 2

Abstract

Providing teachers with high-quality professional development may be critical for fostering quality and equity in schools, especially among those serving disadvantaged communities. This paper analyzes a model of professional development that occurs in Schools as Learning Communities (LC), a community-based project implemented in more than 700 schools in Europe and South America, mostly in high poverty areas, that has shown a positive impact on educational success and social cohesion. Specifically, the study focuses on 4 schools in Latin America. Results show main features of this dialogically-based model that enable teachers to work with the entire community for the transformation of the schools under challenging circumstances and the sustainability of the project, as well as its transferability to other schools.

Authors

• Rocio Garcia-Carrion, University of Deusto

• Pilar Alvarez, Universidad Loyola Andalucía

• Rosa Valls Carol, Universitat de Barcelona

• Maria del Socorro Ocampo Castillo, Universitat de Barcelona