Article ID Journal Published Year Pages File Type
374987 Teaching and Teacher Education 2006 11 Pages PDF
Abstract

Research has suggested that collaborative professional communities of teachers support on-going teacher professional development, school reform, and student achievement. Little research has outlined how teachers, especially high school teachers, develop new patterns of interaction to create such communities. This articles focuses on how teacher storytelling fostered collegiality and learning for a cross-disciplinary group of high school teachers. The storytelling helped the teachers create a collaborative learning space, link the personal–private realm of teaching to the public-conceptual realm, reflect on their teaching and see new practical directions, and co-construct a shared understanding of good pedagogy.

Related Topics
Social Sciences and Humanities Social Sciences Education
Authors
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