Search results for: Pointer Mace Désirée H.
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The authors propose that the advent and ubiquity of new media tools and social networking resources provide a means for professional, networked learning to “scale up.” The authors argue that in order to launch and sustain local movements for making teaching public and shared, educators need to develop the habits of having multimedia documentation tools close at hand. The authors believe that making practice public in this way can be transformative.
Updated: Apr. 27, 2010
The Role of 'Accomplished Teachers' in Professional Learning Communities: Uncovering Practice and Enabling Leadership
This article describes the signature role played by accomplished, experienced teachers in professional learning communities, and the importance that these practitioners make their teaching public and shared. In so doing, the authors describe how accomplished practices can be shared between classrooms and between practitioners with varying levels of experience. The authors examine five different examples, three from programs developed by the Carnegie Foundation for the Advancement of Teaching and two studies done on and with the National Writing Project. The authors conclude that robust, lasting professional development must begin with what teachers know and do, effecting educational reform from within the classroom.
Updated: Dec. 02, 2009
Teachers are on the frontline of a changing society, but their teaching has not been appropriate for students who are prepared to solve problems, adapt, and think critically. The purpose of this article is to inform us that teachers need a community of learning in order to achieve professional development, and improve their teaching abilities.
Updated: Oct. 24, 2008