Case stories of facilitating professional development |
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| Institution: | 1. Department of Secondary Education and Educational Leadership, Stephen F. Austin State University, P.O. Box 13018-SFA, Nacogdoches, TX 75962-3018, USA;2. Department of Teacher Education, School of Education, University of Dayton, 300 College Park, Dayton, OH 45469-0525, USA;1. Secondary Social Studies Education, Eugene T. Moore School of Education, Clemson University, USA;2. School of Computing, Human-Centered Computing Division, Clemson University, USA;3. Educational Foundations, Eugene T. Moore School of Education, Clemson University, USA;4. Department of Computer Science, Kean University, USA;1. Department of Civil & Environmental Engineering, The University of Tennessee, Knoxville, TN 37996, USA;2. Center for Transportation Research, The University of Tennessee, Knoxville, TN 37996, USA;1. Australian Centre for Research into Injury in Sport and its Prevention (ACRISP), Federation University Australia, Australia;2. Institute of Sport, Exercise & Active Living (ISEAL), Victoria University, Australia;3. Carlton Football Club, Australia;4. Flinders Centre for Epidemiology and Biostatistics, Flinders University, Australia;5. Monash Injury Research Institute (MIRI), Monash University, Australia |
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| Abstract: | This article reports on an 18-month study of teacher study group facilitation in a 25 district consortium. The teacher study group was viewed as an alternative form of professional development within the context of a funded project. Case story, as a form of narrative inquiry, was used to work with participants to construct their own stories of personal experiences as members and facilitators of teacher study groups. The stories shared in this study indicate that facilitation of and participation in a study group as an alternative form of professional development affords an opportunity for transformation through personal growth and professional learning. |
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