Inquiry-Based Professional Development: An Empowerment Model for LESLLA Teacher Development
DOI:
https://doi.org/10.5281/zenodo.8058637Palabras clave:
reflective teaching, professional development, teacher knowledge, professional learning community, teacher learningResumen
Over the course of four months, five LESLLA practitioners met to explore their practice through participation in a professional learning community (PLC). This article presents the narrative account of that experience through the collective voice of our PLC. We share our motivations for participating in this professional development experience, how this experience impacted our practice and our overall impressions of this type of professional learning activity.
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