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Teachers and Teaching
theory and practice
Volume 8, 2002 - Issue 3
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Original Articles

Professional Communities and the Artisan Model of Teaching

Joan E. Talbert
&
Milbrey W. Mclaughlin
Pages 325-343 | Published online: 25 Aug 2010

Citations (40)

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Paula Marcelo-Martínez & Carlos Marcelo. (2023) Affinity spaces on a Twitter hashtag for teacher learning. Globalisation, Societies and Education 0:0, pages 1-13.
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Ping Wang & William Bellamy. (2021) Exploring American EFL teachers’ bicultural identity construction: theories vs. practices. Journal of Multilingual and Multicultural Development 0:0, pages 1-15.
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Tuuli Oder & Eve Eisenschmidt. (2018) Teachers’ perceptions of school climate as an indicator of their beliefs of effective teaching. Cambridge Journal of Education 48:1, pages 3-20.
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Joni S. Kolman. (2017) Situated teacher quality: a case study of an experienced elementary school teacher. Pedagogy, Culture & Society 25:4, pages 501-514.
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Catalina Lomos. (2017) To what extent do teachers in European countries differ in their professional community practices?. School Effectiveness and School Improvement 28:2, pages 276-291.
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Limin Jao & Doug McDougall. (2016) Moving beyond the barriers: supporting meaningful teacher collaboration to improve secondary school mathematics. Teacher Development 20:4, pages 557-573.
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Joanna McIntyre & Andrew J. Hobson. (2016) Supporting beginner teacher identity development: external mentors and the third space. Research Papers in Education 31:2, pages 133-158.
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Robert M. Capraro, Mary Margaret Capraro, James Joseph Scheurich, Meredith Jones, Jim Morgan, Kristin Shawn Huggins, M. Sencer Corlu, Rayya Younes & Sunyoung Han. (2016) Impact of sustained professional development in STEM on outcome measures in a diverse urban district. The Journal of Educational Research 109:2, pages 181-196.
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Sandra Cameron, Judith Mulholland & Christopher Branson. (2013) Professional learning in the lives of teachers: towards a new framework for conceptualising teacher learning. Asia-Pacific Journal of Teacher Education 41:4, pages 377-397.
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Florentia Loizou. (2013) The limiting power of Cypriot primary school teachers' private reflections on practice. Education 3-13 41:5, pages 485-500.
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Erica R. Hamilton. (2013) His ideas are in my head: peer-to-peer teacher observations as professional development. Professional Development in Education 39:1, pages 42-64.
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Diane R. Wood. (2011) And then the basals arrived: school leadership, learning communities and professionalism. International Journal of Leadership in Education 14:4, pages 475-497.
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Hui-Ling Wendy Pan & Peiying Chen. (2011) Challenges and research agenda of school leadership in Taiwan. School Leadership & Management 31:4, pages 339-353.
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Florentia Loizou. (2011) How Cypriot primary school teachers promote their professional development through reflective practice. Education 3-13 39:3, pages 233-247.
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Kristin Shawn Huggins, James Joseph Scheurich & JamesR. Morgan. (2011) Professional Learning Communities as a Leadership Strategy to Drive Math Success in an Urban High School Serving Diverse, Low-Income Students: A Case Study. Journal of Education for Students Placed at Risk (JESPAR) 16:2, pages 67-88.
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lisahunter, Tony Rossi, Richard Tinning, Erin Flanagan & Doune Macdonald. (2011) Professional learning places and spaces: the staffroom as a site of beginning teacher induction and transition. Asia-Pacific Journal of Teacher Education 39:1, pages 33-46.
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DoretJ. de Ruyter & J. Jos Kole. (2010) Our teachers want to be the best: on the necessity of intra‐professional reflection about moral ideals of teaching. Teachers and Teaching 16:2, pages 207-218.
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Anton Havnes. (2009) Talk, planning and decision‐making in interdisciplinary teacher teams: a case study. Teachers and Teaching 15:1, pages 155-176.
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Christine Schaefers & Ewald Terhart. (2006) The participation of schools in the recruitment of teachers: evaluating new procedures in Germany. European Journal of Teacher Education 29:4, pages 505-517.
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Jeanne Keay. (2005) Developing the physical education profession: new teachers learning within a subject-based community. Physical Education and Sport Pedagogy 10:2, pages 139-157.
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Articles from other publishers (20)

Carlos Marcelo-García, Carmen Yot-Domínguez, Paula Marcelo-Martínez, Paulino Murillo & Cristina Mayor-Ruiz. (2022) No me llames influencer. Nuevos artesanos digitales en educación. Campus Virtuales 11:2, pages 133.
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Glenn Fyall, Jackie Cowan & Grant Buchanan. (2020) A Profession Within a Profession: Mentoring Ecology of Three New Zealand Primary Schools. New Zealand Journal of Educational Studies 55:1, pages 5-27.
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Oren Ergas, Linor L. Hadar, Noa Albelda & Nava Levit-Binnun. (2018) Contemplative Neuroscience as a Gateway to Mindfulness: Findings from an Educationally Framed Teacher Learning Program. Mindfulness 9:6, pages 1723-1735.
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Linor L. Hadar & David L. Brody. (2018) Individual growth and institutional advancement: The in-house model for teacher educators' professional learning. Teaching and Teacher Education 75, pages 105-115.
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임혜성. (2017) Early Childhood Teachers’ Professional Development during the National Board Certification: An Individual Model and a Collegial Model. International Journal of Early Childhood Education 23:1, pages 63-85.
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Sabiha Dulay & Engin Karadağ. 2017. The Factors Effecting Student Achievement. The Factors Effecting Student Achievement 199 213 .
Linor L. Hadar & David L. Brody. (2016) Talk about student learning: Promoting professional growth among teacher educators. Teaching and Teacher Education 59, pages 101-114.
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Martha Cecilia Bottia, Lauren Valentino, Stephanie Moller, Roslyn Arlin Mickelson & Elizabeth Stearns. (2016) Teacher Collaboration and Latinos/as’ Mathematics Achievement Trajectories. American Journal of Education 122:4, pages 505-535.
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Sookweon Min, Marsha E. Modeste, Jason Salisbury & Peter T. Goff. (2016) Heeding the CALL (Comprehensive Assessment of Leadership for Learning). Journal of Educational Administration 54:2, pages 135-151.
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Kyriaki Messiou & Mel Ainscow. (2015) Responding to learner diversity: Student views as a catalyst for powerful teacher development?. Teaching and Teacher Education 51, pages 246-255.
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Piergiuseppe Ellerani & Maurizio Gentile. (2013) The Role of Teachers as Facilitators to Develop Empowering Leadership and School Communities Supported by the Method of Cooperative Learning. Procedia - Social and Behavioral Sciences 93, pages 12-17.
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Erin Christensen. (2013) Micropolitical staffroom stories: Beginning health and physical education teachers' experiences of the staffroom. Teaching and Teacher Education 30, pages 74-83.
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Lorrie Stoops Verplaetse, Marisa Ferraro & Ann Anderberg. (2012) Collaboration Cubed: Isolated Mainstream Teachers Become ESL Experts to School Systems. TESOL Journal 3:3, pages 350-372.
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Karl W. Kosko & Patricio Herbst. (2012) A deeper look at how teachers say what they say: A quantitative modality analysis of teacher-to-teacher talk. Teaching and Teacher Education 28:4, pages 589-598.
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Gunawardena Egodawatte, Douglas McDougall & Dorian Stoilescu. (2011) The effects of teacher collaboration in Grade 9 Applied Mathematics. Educational Research for Policy and Practice 10:3, pages 189-209.
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Catalina Lomos, Roelande H. Hofman & Roel J. Bosker. (2011) The relationship between departments as professional communities and student achievement in secondary schools. Teaching and Teacher Education 27:4, pages 722-731.
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Jocelyn L. N. Wong. (2010) What makes a professional learning community possible? A case study of a Mathematics department in a junior secondary school of China. Asia Pacific Education Review 11:2, pages 131-139.
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Claude Lessard, Pierre Canisius Kamanzi & Mylène Larochelle. (2009) De quelques facteurs facilitant l'intensification de la collaboration au travail parmi les enseignants : le cas des enseignants canadiens. Éducation et sociétés n° 23:1, pages 59-77.
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Gail M. Thibodeau. (2011) A Content Literacy Collaborative Study Group: High School Teachers Take Charge of Their Professional Learning. Journal of Adolescent & Adult Literacy 52:1, pages 54-64.
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Per F. Laursen. 2005. Teacher Professional Development in Changing Conditions. Teacher Professional Development in Changing Conditions 199 212 .

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