Inquiry-Based Professional Development: An Empowerment Model for LESLLA Teacher Development

Autori

  • Raichle Farrelly St. Michael's College, USA
  • Kimberly Fankhauser Vermont Refugee Resettlement Program, USA
  • Annie Schneider St. Michael's College, USA
  • Robyn Suarez Champlain Valley Head Start, USA
  • Steph Teleen Milton Town School District, USA

DOI:

https://doi.org/10.5281/zenodo.8058637

Parole chiave:

reflective teaching, professional development, teacher knowledge, professional learning community, teacher learning

Abstract

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.

##submission.downloads##

Pubblicato

2017-05-08

Come citare

Farrelly, R., Fankhauser, K., Schneider, A., Suarez, R., & Teleen, S. (2017). Inquiry-Based Professional Development: An Empowerment Model for LESLLA Teacher Development. LESLLA Symposium Proceedings, 12(1), 109–121. https://doi.org/10.5281/zenodo.8058637

Fascicolo

V. 12 N. 1 (2017): Alfabetización y aprendizaje de idiomas por adultos: Investigación, política educativa y práctica docente/Literacy education and second language learning by adults (LESLLA): Research, policy and practice

Sezione

Articles