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Developing and Sustaining professional Dialogue about Teaching and Learning in Schools

Lookup NU author(s): Dr Vivienne Baumfield

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Abstract

this article presents empirical evidence from a follow-up study of schools which had been members of a school-based research consortium. It offers insight into the work of professional learning communities at the level of practice and so contributes to the growing research interest in probing their development. It investigates the extent to which activities to support professional dialogue that evolved in a school-based research consortium had been sustained and developed three years after the period of external funding. It was found that only those activities most explicitly focused on immediate classroom practice were sustained. The findings support the view that learning partnerships and networks is highly contextualised and consequently not easily transferred.


Publication metadata

Author(s): Baumfield VM, Butterworth M

Publication type: Article

Journal: Journal of In-service Education

Year: 2005

Volume: 31

Issue: 2

Pages: 251-265

ISSN (print): 1367-4587

ISSN (electronic): 1941-5265

Publisher: Routledge

URL: http://dx.doi.org/10.1080/13674580500200361

DOI: 10.1080/13674580500200361

Notes: This article presents empirical evidence from a follow-up study of schools which had been members of a nationally funded school-based research consortium. It investigates the extent to which activities to support professional dialogue had been sustained and contributes to the growing research interest in the functioning of professional learning communities at the level of practice.


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