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Harrington, J. Ourselves to know: The role of reflective practice in the work of experienced second language learners. Pea, C. Lisle, K. The caring ethos in education: A study of the significance of caring teachers in creating possibilities for African American students. Education Administration and Policy. Gismondi, S. Skip top navigation. Contact Information Send email to Dr.
Teacher Learning and the New Professional Development, Community, Teacher Learning Communities
Samaras Phone: Fax: Email: asamaras gmu. Samaras, Professor of Education at George Mason University is interviewed by a doctoral student about her signature research in self-study of professional practice, Lahore, Pakistan, March 21 Samaras, A. November 3 Samaras, A. Other communities do not use formal conversation formats, but they do talk in distinctive ways about teaching and learning. In communities that support teacher learning, all talk does not contribute directly to the joint construction of knowledge about teaching and schooling. Rather, teachers also swap classroom stories, share specific ideas, seek one another's advice, and trade opinions about issues and problems in their schools and larger educational arenas.
In TLCs, this "small talk" has an important function—it helps to create and sustain the interpersonal relationships necessary for the larger project or purpose of the community.
In addition, many TLCs use a wide range of texts in their work together, not all of which are published or widely disseminated. These texts often include books and journal articles from the extensive theoretical and research literature in fields related to teaching and learning as well as subject matter literature, including history, fiction, drama, and scientific accounts. Some communities focus on teacher research, action research, and other forms of practitioner inquiry as the primary vehicle for teacher learning. In these TLCs, then, the texts also include teacher research and action research reports in the form of journals, essays, and studies as well as teachers' written records and accounts, transcriptions of classroom interactions, students' writing and other work, school forms and documents, demographic data, and curriculum guidelines and materials.
Teacher learning in communities is a fundamentally social and constructive activity that depends on the collective and cumulative power of the community to disseminate ideas, stimulate discussion, and widen the oral and written discourse about schools and schooling. Shared purpose. Finally, although the specific purposes of various TLCs can be quite different from one another, most TLCs are organized around a common purpose or goal. Almost always, a fundamental goal of TLCs is some kind of improvement or change in professional practice, school culture, community partnerships, or school routines and procedures, in order—ultimately—to enhance students' learning opportunities and increase their life chances.