Supporting Learning: An Examination of Two Teacher Development Collectives
DOI:
https://doi.org/10.29173/cmplct8810Abstract
This study examined two teacher development cases (middle/secondary school science teachers and elementary learning resource teachers) from which significant professional learning outcomes emerged. Both collectives exhibited characteristic qualities ascribed to complexity theory (e.g., self-organized; bottom‐up emergent; ambiguously bounded). This post hoc analysis provides evidence of the robustness of complexity theory and its applicability to analyzing professional development collectives. A diagrammatic representation is provided as a tool for the development and study of teacher development collectives. Recommendations are offered to researchers and teacher development facilitators to use complexity theory at the outset of their projects.Downloads
Published
2009-07-01
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Section
Research Articles