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Teacher Development
An international journal of teachers' professional development
Volume 11, 2007 - Issue 2
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Articles

Action learning in teacher learning community formation: informative or transformative?

Peter Aubusson University of Technology, Sydney, AustraliaCorrespondence[email protected]
,
Frances Steele University of Technology, Sydney, Australia
,
Steve Dinham University of Wollongong, Australia
&
Laurie Brady University of Technology, Sydney, Australia
Pages 133-148 | Published online: 01 May 2008

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Ziqi Li, Zi Yan, Kinnie Kin Yee Chan, Ying Zhan & Wu Yuan Guo. (2023) The role of a professional development program in improving primary teachers’ formative assessment literacy. Teacher Development 27:4, pages 447-467.
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Jennifer Gore, Bernadette Rickards & Leanne Fray. (2023) From performative to professional accountability: re-imagining ‘the field of judgment’ through teacher professional development. Journal of Education Policy 38:3, pages 452-473.
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Orit Avidov-Ungar, Hayak Merav & Sivan Cohen. (2023) Role Perceptions of Early Childhood Teachers Leading Professional Learning Communities Following a New Professional Development Policy. Leadership and Policy in Schools 22:1, pages 225-237.
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Sevda Dolapcioglu. (2020) Action learning in teacher education for teaching twenty-first-century thinking skills. Action Learning: Research and Practice 17:3, pages 326-334.
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Orit Avidov-Ungar & Eliat Ezran. (2020) The Hashkafa Program as a Framework for the Professional Development of Teachers: The Perceptions of Principals. Leadership and Policy in Schools 19:2, pages 190-208.
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Orit Avidov-Ungar. (2018) Professional development communities: the perceptions of Israeli teacher-leaders and program coordinators. Professional Development in Education 44:5, pages 663-677.
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Burcu Tezcan-Unal. (2018) Action research on a collegial model of peer observations. Educational Action Research 26:4, pages 641-654.
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Florentia Loizou. (2016) Changes in teaching in order to help students with learning difficulties improve in Cypriot primary classes. Education 3-13 44:4, pages 371-390.
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Christopher DeLuca, Jason Shulha, Ulemu Luhanga, Lyn M. Shulha, Theodore M. Christou & Don A. Klinger. (2015) Collaborative inquiry as a professional learning structure for educators: a scoping review. Professional Development in Education 41:4, pages 640-670.
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Jiwen Liang. (2015) Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development. Journal of Education for Teaching 41:3, pages 235-253.
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Florentia Loizou. (2015) Revised curriculum in the Cypriot primary school: how to overcome the espoused level of change. Teacher Development 19:2, pages 226-245.
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Florentia Loizou. (2014) Organisational conditions to boost or limit professional development in the Cypriot primary school. Education 3-13 42:2, pages 171-189.
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Eileen Honan, Terry Evans, Sandy Muspratt, Patricia Paraide, Medi Reta & Aspa Baroutsis. (2012) Implementing a new model for teachers’ professional learning in Papua New Guinea. Professional Development in Education 38:5, pages 725-740.
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Fred-Ole Sandt. (2012) Peer Observation Action Research Project. School Leadership & Management 32:4, pages 355-373.
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May M.H. Cheng & Winnie W.M. So. (2012) Analysing teacher professional development through professional dialogue: an investigation into a university–school partnership project on enquiry learning. Journal of Education for Teaching 38:3, pages 323-341.
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David Lasagabaster & Juan Manuel Sierra. (2011) Classroom observation: desirable conditions established by teachers. European Journal of Teacher Education 34:4, pages 449-463.
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Jenny Byrne, Hazel Brown & Doreen Challen. (2010) Peer development as an alternative to peer observation: a tool to enhance professional development. International Journal for Academic Development 15:3, pages 215-228.
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Linzy Brady. (2009) ‘Shakespeare Reloaded’: teacher professional development within a collaborative learning community. Teacher Development 13:4, pages 335-348.
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CarolA. Mullen. (2008) This Issue. Theory Into Practice 47:4, pages 273-275.
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Sandy Schuck, Peter Aubusson & John Buchanan. (2008) Enhancing teacher education practice through professional learning conversations. European Journal of Teacher Education 31:2, pages 215-227.
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Cheryl J. Craig. (2013) Coming to know in the ‘eye of the storm’: A beginning teacher's introduction to different versions of teacher community. Teaching and Teacher Education 29, pages 25-38.
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Joaquín Gairín Sallán, Miren Fernández de Álava, Aleix Barrera-Corominas & David Rodríguez-Gómez. (2012) Review of Knowledge Creation and Management Processes Through Communities of Practice in Public Administration. Procedia - Social and Behavioral Sciences 46, pages 2198-2204.
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Vassilios Makrakis. 2012. Research on e-Learning and ICT in Education. Research on e-Learning and ICT in Education 83 94 .
Tiffany Gallagher, Shelley Griffin, Darlene Ciuffetelli Parker, Julian Kitchen & Candace Figg. (2011) Establishing and sustaining teacher educator professional development in a self-study community of practice: Pre-tenure teacher educators developing professionally. Teaching and Teacher Education 27:5, pages 880-890.
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Kevin John Burden. (2010) Conceptualising teachers' professional learning with Web 2.0. Campus-Wide Information Systems 27:3, pages 148-161.
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Carol A. Mullen & Dale H. Schunk. (2011) A View of Professional Learning Communities Through Three Frames: Leadership, organization, and culture. McGill Journal of Education 45:2, pages 185-203.
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Catherine Scott. (2009) How the Ghosts of the Nineteenth Century Still Haunt Education. Policy Futures in Education 7:1, pages 75-87.
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Susan D. Myers & Helenrose Fives. 2009. The Handbook of Leadership and Professional Learning Communities. The Handbook of Leadership and Professional Learning Communities 215 227 .
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