How to identify actions to improve in the practices of a professional learning community: (Record no. 194924)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01975nam a22001937a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250217161829.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 250217b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | LDD |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Nehez, Jaana |
| 245 ## - TITLE STATEMENT | |
| Title | How to identify actions to improve in the practices of a professional learning community: |
| Remainder of title | a study of an action research project |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | UK : |
| Name of publisher, distributor, etc. | Routledge Taylor & Francis Group, |
| Date of publication, distribution, etc. | 2024. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Other physical details | p. 884-902 |
| 490 ## - Journal | |
| Journal | Educational Action Research |
| Volume/sequential designation | Vol. 32(5) |
| 500 ## - GENERAL NOTE | |
| General note | This article presents an action research project conducted in a Swedish compulsory school. In the project the participants explored ways of identifying actions to improve in the practices of a professional learning community in order to develop teaching. This is important for participants in such communities, since the outcome of developed teaching is challenging to achieve. The exploration is guided by practice theories and is based on three practices: teachers’ peer observations of teaching, teachers’ planning of these observations, and teachers’ and a researcher’s joint conversations based on the observations. By identifying actions in these practices and the relations between them, the findings show that how participating teachers formulated the direction of peer observations influenced the feedback that colleagues gave during observation practices, which in turn influenced both the input to and outcome of the conversations that followed these observations. The study not only shows that this happened, but also how and why it happened, as well as how it can be visualised. Overall, the findings clearly demonstrate what promoted and what prevented the teachers’ professional learning and what needed to be improved.<br/><br/> |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Ecologies Of Practices |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Development Of Teaching |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Link text | click here to access online |
| Uniform Resource Identifier | <a href="https://www.tandfonline.com/doi/full/10.1080/09650792.2023.2298424#abstract">https://www.tandfonline.com/doi/full/10.1080/09650792.2023.2298424#abstract</a> |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Article |
| Date last seen | Total checkouts | Price effective from | Koha item type | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Withdrawn status | Home library | Current library | Date acquired |
|---|---|---|---|---|---|---|---|---|---|---|---|
| 02/17/2025 | 02/17/2025 | Article | Dewey Decimal Classification | Library and Documentation Division NCERT | Library and Documentation Division NCERT | 02/17/2025 |
