Belonging, Power, and Collaboration: A Critical Examination of Teachers' Experiences in a Professional Learning Community

• In Event: Early Childhood Workforce and Leadership

Abstract

The need for high quality professional learning experiences for teachers in early childhood is at an all time high. The purpose of this study was to describe and explain teachers’ experiences in professional learning communities. This study is rooted in a social constructionist inquiry paradigm using case study methodology. Audio recordings, interviews, and a researcher journal were used as data sources. The data was analyzed using an inductive coding method. The findings indicate belonging, power, and collaboration play central roles in the professional learning community. This study brings to light several implications regarding time, people, and issues in creating and engaging in a professional learning community as a method of teacher professional development.

Authors

• Victoria Damjanovic, University of South Florida

• Jolyn Blank, University of South Florida