Professional Learning Communities as Teacher Educator Professional Development: Articulating the Impact on Pedagogy and Student Learning

• In Event: Professional Learning Communities' Impact on Teacher and Student Learning

Abstract

Teacher education programs are typically seen as innovative models of teaching, but how do teacher educators stay current in methodologies that reach diverse and underserved students? This study documents the initial teaching concerns of seasoned teacher educators (PK- 8th grade), across areas of study, and followed them across two years as they focused on improving teaching within a departmental professional learning community (PLC). Using self-mentoring guidelines, small group discussions, seminars focused on cutting-edge instructional strategies, and attention to the diverse needs of teachers as generational learners, this cohort of teacher educators developed a home-grown PLC resulting in faculty engagement across the department, an increase in student learning within courses, and a source of continual renewal among the PLC stakeholders.

Authors

• Lisa Brown Buchanan, University of North Carolina - Wilmington

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

• Kathy Renita Fox, University of North Carolina - Wilmington

• Tracy Yarbrough Hargrove, University of North Carolina - Wilmington

• Kathleen Roney, University of North Carolina - Wilmington

• Alicia Brophy, University of North Carolina - Wilmington