[DOWNLOAD] "Collaboration and Teacher Development: Unpacking Resistance, Constructing Knowledge, And Navigating Identities (Report)" by Teacher Education Quarterly # eBook PDF Kindle ePub Free
eBook details
- Title: Collaboration and Teacher Development: Unpacking Resistance, Constructing Knowledge, And Navigating Identities (Report)
- Author : Teacher Education Quarterly
- Release Date : January 01, 2010
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 233 KB
Description
Research has shown that quality professional development can change teachers' practices and positively affect student learning (Borko, 2004; Darling-Hammond, 2000). It is widely accepted that such professional development should be anchored in teachers' reality, sustained over time, and aimed at creating peer collaboration (Chan & Pang, 2006; Richardson, 2003). Grounded in the assumption that teacher growth does not happen in isolation, current professional development seeks to create learning communities where participants engage in meaningful activities collaborating with peers to co-construct knowledge about teaching and learning (Darling-Hammond & Bransford, 2005; Shulman & Shulman, 2004). Nevertheless, there is still need for more research that explores the complexities of teacher learning in these redefined professional development contexts (Borko, 2004). This article presents a study of the Collaboration Centers Project (CCP), which is a pseudonym for a three-year, federally-funded program that focused on helping in-service teachers better address the needs of English language learners (ELLs) in their classrooms. The CCP is important to study because of its clear intention to integrate real teachers--their understandings, voices, selves, and practices--into professional development by providing an experiential, collaborative and school-centered context for ongoing reflection on teachers' practice.
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