TY - JOUR
T1 - Professional development within collaborative teacher study groups
T2 - Pitfalls and promises
AU - Stanley, Ann Marie
PY - 2011/1
Y1 - 2011/1
N2 - Teacher study groups are often thought to be effective professional development structures. Such teacher communities may foster teacher learning through a collaborative culture and the codification of group members’ collective knowledge. However, not all study groups are effective professional development. This article is a discussion of factors that may contribute to the success or failure of collaborative teacher study. Recommendations for practice are provided, with a focus on music teacher study groups.
AB - Teacher study groups are often thought to be effective professional development structures. Such teacher communities may foster teacher learning through a collaborative culture and the codification of group members’ collective knowledge. However, not all study groups are effective professional development. This article is a discussion of factors that may contribute to the success or failure of collaborative teacher study. Recommendations for practice are provided, with a focus on music teacher study groups.
UR - http://www.scopus.com/inward/record.url?scp=84883794675&partnerID=8YFLogxK
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U2 - 10.1080/10632913.2011.546692
DO - 10.1080/10632913.2011.546692
M3 - Article
AN - SCOPUS:84883794675
SN - 1063-2913
VL - 112
SP - 71
EP - 78
JO - Arts Education Policy Review
JF - Arts Education Policy Review
IS - 2
ER -