This qualitative inquiry used a reflection-on-practice to examine my experiences facilitating professional learning within an Ontario public elementary school. My research revealed that my non-traditional approach to teacher professional development might constitute a form of Professional Learning Community (PLC). The data show that as a facilitator I found myself both inside and outside the communities I tried to form and support. Further, this inquiry exemplifies the ways I both nurtured and impeded professional learning as a result of my facilitation. I hope that the information and insights gleamed from this study may be broadened to include professional learning as it relates to occupations outside the realm of education. As a result, this thesis offers approaches to facilitation that might be able to transform professional practice through PD and consequently, improve student success.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/42611 |
| Date | 20 November 2013 |
| Creators | Atkins, Lindsey |
| Contributors | Kosnik, Clare |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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