Public reflection within learning communities: an incessant type of professional development

References

• Armour , K. and Yelling , M. 2007 . Effective professional development for physical education teachers: The role of informal, collaborative learning . Journal of Teaching in Physical Education , 26 : 177 – 200 .
   Web of Science ®Google Scholar
• Attard, K. 2006. Reflecting on reflection: A case study of one teacher’s early-career professional learning. PhD diss., Loughborough University. .
   Google Scholar
• Attard , K. 2007 . Habitual practice vs. the struggle for change: Can informal teacher learning promote ongoing change to professional practice? . International Studies in Sociology of Education , 17 ( 1/2 ) : 147 – 162 .
   Google Scholar
• Attard , K. 2008 . Uncertainty for the reflective practitioner: A blessing in disguise . Reflective Practice , 9 ( 3 ) : 307 – 317 .
   Google Scholar
• Attard , K. and Armour , K. 2005 . Learning to become a learning professional: Reflections on one year of teaching . European Journal of Teacher Education , 28 ( 2 ) : 195 – 207 .
   Google Scholar
• Attard , K. and Armour , K. 2006 . Reflecting on reflection: A case study of one teacher’s early-career professional development . Physical Education and Sport Pedagogy , 11 ( 3 ) : 209 – 229 .
   Google Scholar
• Basile , C. , Olson , F. and Nathenson-Mejía , S. 2003 . Problem-based learning: Reflective coaching for teacher educators . Reflective Practice , 4 ( 3 ) : 291 – 302 .
   Google Scholar
• Beatty , B. Teachers leading their own professional growth: self-directed reflection and collaboration and changes in perception of self and work in secondary school teachers . Paper presented at the AERA annual meeting . April 19–23 , Montreal .
   Google Scholar
• Calderwood , P. 2000 . Learning community: Finding common ground in difference , London : Teachers’ College Press .
   Google Scholar
• Campbell , A. 2002 . “ Research and the professional self ” . In Becoming an evidence-based practitioner , Edited by: McNamara , O. 27 – 36 . London : Routledge Falmer .
   Google Scholar
• Charmaz , K. 2000 . “ Grounded Theory: Objectivist and constructivist methods ” . In Handbook of qualitative research , Edited by: Denzin , N. and Lincoln , Y. 509 – 535 . London : Sage Publications .
   Google Scholar
• Clokey-Till , M. , Cryns , T. and Johnston , M. 2001 . “ Teachers learning together in forming a learning community ” . In Learning together: Children and adults in school community , Edited by: Rogoff , B. , Goodman Turkanis , C. and Bartlett , L. 199 – 208 . New York : Oxford University Press .
   Google Scholar
• Collin , K. and Valleala , U. 2005 . Interaction among employees: How does learning take place in the social communities of the workplace and how might such learning be supervised? . Journal of Education and Work , 18 ( 4 ) : 401 – 420 .
   Google Scholar
• Conle , C. 1996 . Resonance in preservice teacher inquiry . American Educational Research Journal , 33 ( 2 ) : 297 – 325 .
   Web of Science ®Google Scholar
• Craft , A. 1996 . Continuing professional development , London : Routledge .
   Google Scholar
• Duncombe , R. and Armour , K. 2004 . Collaborative professional learning: From theory to practice . Journal of In-service Education , 30 ( 1 ) : 141 – 166 .
   Google Scholar
• Johnson , B. 2003 . Teacher collaboration: Good for some, not so good for others . Educational Studies , 29 ( 4 ) : 337 – 350 .
   Web of Science ®Google Scholar
• Le Cornu , R. 2005 . Peer mentoring: Engaging pre-service teachers in mentoring one another . Mentoring and Tutoring , 13 ( 3 ) : 355 – 366 .
   Google Scholar
• Minnett , A. 2003 . Collaboration and shared reflections in the classroom . Teachers and Teaching: theory and practice , 9 ( 3 ) : 279 – 285 .
   Google Scholar
• Nissilä , S. 2005 . Individual and collective reflection: How to meet the needs of development in teaching . European Journal of Teacher Education , 28 ( 2 ) : 209 – 219 .
   Google Scholar
• Orland-Barak , L. 2006 . Convergent, divergent and parallel dialogues: Knowledge construction in professional conversations . Teachers and Teaching: theory and practice , 12 ( 1 ) : 13 – 31 .
   Google Scholar
• Orland-Barak , L. and Tillema , H. 2006 . The ‘dark side of the moon’: A critical look at teacher knowledge construction in collaborative settings . Teachers and Teaching: theory and practice , 12 ( 1 ) : 1 – 12 .
   Google Scholar
• Polkinghorne , D.E. 1995 . “ Narrative configuration in qualitative analysis ” . In Life history and narrative , Edited by: Hatch , J.A. and Wisniewski , R. 5 – 23 . London : Falmer Press .
   Google Scholar
• Stacey , E. , Smith , P. and Barty , K. 2004 . Adult learners in the workplace. Online learning and communities of practice . Distance Education , 25 ( 1 ) : 107 – 123 .
   Google Scholar
• Strauss , A. and Corbin , J. 1990 . Basics of qualitative research: Grounded theory procedures and techniques , London : Sage Publications .
   Google Scholar
• Tillema , H. and van der Westhuizen , G. 2006 . Knowledge construction in collaborative enquiry among teachers . Teachers and Teaching: theory and practice , 12 ( 1 ) : 51 – 67 .
   Google Scholar
• Watkins , C. 2005 . Classrooms as learning communities: A review of research . London Review of Education , 3 ( 1 ) : 47 – 64 .
   Google Scholar
• Williams , A. , Prestage , S. and Bedward , J. 2001 . Individualism to collaboration: The significance of teacher culture to the induction of newly qualified teachers . Journal of Education for Teaching , 27 ( 3 ) : 253 – 267 .
   Google Scholar
• Zellermayer , M. and Tabak , E. 2006 . Knowledge construction in a teachers’ community of enquiry: A possible road map . Teachers and Teaching: theory and practice , 12 ( 1 ) : 33 – 49 .
   Google Scholar