Transforming practice from within: the power of the professional learning community

Edited book (chapter)

Andrews, Dorothy and Lewis, Marian. 2007. "Transforming practice from within: the power of the professional learning community." Stoll, Louise and Seashore Louis, Karen (ed.) Professional learning communities: divergence, depth and dilemmas. Maidenhead, UK. Open University Press. pp. 132-147
Chapter Title

Transforming practice from within: the power of the professional learning community

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID2833
Book TitleProfessional learning communities: divergence, depth and dilemmas
AuthorsAndrews, Dorothy (Author) and Lewis, Marian (Author)
EditorsStoll, Louise and Seashore Louis, Karen
Page Range132-147
SeriesProfessional Learning
Number of Pages19
Year2007
PublisherOpen University Press
Place of PublicationMaidenhead, UK
ISBN0335220312
Web Address (URL)http://www.mcgraw-hill.co.uk/html/0335220304.html
Abstract

This chapter reports on the experiences of Australian schools engaging with a process of school-wide revitalization known as IDEAS (Innovative Designs for Enhancing Achievement in Schools) (Crowther et al. 2002a) which centers on the work of teachers. IDEAS engages teachers in sharing purpose and developing identity. Teachers engage in a process of professional enquiry that enables them, through language and metaphor, to create systems of meaning which impact on their classroom practice and professional relationships. The professional capacity of teachers to improve school outcomes (such as student learning, relationships with the community, and the coherence of school operation) is enhanced.

Keywordsprofessional learning community; teacher leadership; pedagogical change; transforming practice; IDEAS; innovative designs; school achievement
ANZSRC Field of Research 2020390399. Education systems not elsewhere classified
390307. Teacher education and professional development of educators
441001. Applied sociology, program evaluation and social impact assessment
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Byline AffiliationsFaculty of Education
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